Effects of student groups on teachers’ and students’ perceptions of teaching quality.

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Jung, A. J., Murayama, K., Jaekel, A.-K., & Göllner, R. (2026). Effects of student groups on teachers’ and students’ perceptions of teaching quality. Journal of Educational Psychology. Advance online publication.

AI tools for systematic literature reviews and meta-analyses in educational psychology: An overview and a practical guide.

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Fütterer, T., Campos, D. G., Gfrörer, T., Lavelle-Hill, R., Murayama, K., & Scherer, R. (2026). AI tools for systematic literature reviews and meta-analyses in educational psychology: An overview and a practical guide. Learning and Individual Differences, 126, 102849.

Illusory traits: Wrong but sometimes useful.

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Bailey, D. H., Hübner, N., Zitzmann, S., Hecht, M., & Murayama, K. (2026). Illusory traits: Wrong but sometimes useful. Psychological Review, 133(1), 173–186.

Thinking clearly about time-invariant confounders in cross-lagged panel models: A guide for choosing a statistical model from a causal inference perspective.

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Murayama, K., & Gfrörer, T. (2025). Thinking clearly about time-invariant confounders in cross-lagged panel models: A guide for choosing a statistical model from a causal inference perspective. Psychological Methods, 30(6), 1311–1325.

The curious U: Integrating theories linking knowledge and information-seeking behavior

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Ten, A., Oudeyer, P.-Y., Sakaki, M., & Murayama, K. (2025). The curious U: Integrating theories linking knowledge and information-seeking behavior. Open Mind, 9, 1763–1785.

Differential use and effectiveness of practice testing: Who benefits and who engages?

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Schwerter, J., Lauermann, F., Brahm, T., & Murayama, K. (2025). Differential use and effectiveness of practice testing: Who benefits and who engages? Learning and Individual Differences, 123, 102761.

Persistent homology of topic networks for the prediction of reader curiosity.

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Hopp, M. D. S., Labatut, V., Amalvy, A., Dufour, R., Stone, H., Jach, H., & Murayama, K. (2025). Persistent homology of topic networks for the prediction of reader curiosity. Proceedings of the 63rd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), 28121–28132.

Registered report stage I: Developmental trajectories of students’ interest in learning through the transition from primary to secondary school.

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Ishii, R., Murayama, K., Sakaki, M., Fukuzumi, N., Ishikawa, S., Nakazato, N., Ohtani, K., Suzuki, T., Tamura, A., & Tanaka, A. (2025). Registered report stage I: Developmental trajectories of students’ interest in learning through the transition from primary to secondary school. Contemporary Educational Psychology, 82, 102398.

Bridging traditional-statistics and machine-learning approaches in psychology: Navigating small samples, measurement error, nonindependent observations, and missing data.

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Lavelle-Hill, R., Smith, G., & Murayama, K. (2025). Bridging traditional-statistics and machine-learning approaches in psychology: Navigating small samples, measurement error, nonindependent observations, and missing data. Advances in Methods and Practices in Psychological Science, 8(3).

“The more I learn, the more I know nothing”: A longitudinal registered report of doctoral students’ uncertainty in learning.

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Jach, H. K., Damian, R. I., & Murayama, K. (2025). “The more I learn, the more I know nothing”: A longitudinal registered report of doctoral students’ uncertainty in learning. Learning and Instruction, 98, 102138.