Developmental trajectories of achievement emotions in mathematics during adolescence.

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Sakaki, M., Murayama, K., Frenzel, A. C., Goetz, T., Marsh, H. W., Lichtenfeld, S., & Pekrun, R. (2023). Developmental trajectories of achievement emotions in mathematics during adolescence. Child Development, cdev.13996.

Encouraging willingness to try insect foods with a utility-value intervention.

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Stone, H., FitzGibbon, L., Millan, E., & Murayama, K. (2023). Encouraging willingness to try insect foods with a utility-value intervention. Appetite, 190, 107002.

Spaced retrieval practice: Can restudying trump retrieval?

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Higham, P. A., Fastrich, G. M., Potts, R., Murayama, K., Pickering, J. S., & Hadwin, J. A. (2023). Spaced retrieval practice: Can restudying trump retrieval? Educational Psychology Review, 35(4), 98.

Children’s study habits are predicted by their parents’ learning strategy preferences.

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Lieder, E. R., Nakazato, N., Ohtani, K., Ishii, R., Fukuzumi, N., Sakaki, M., Ishikawa, S., Suzuki, T., Murayama, K., & Tanaka, A. (2023). Children’s study habits are predicted by their parents’ learning strategy preferences. Learning and Instruction, 88, 101809.

Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences.

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Guo, J., Hu, X., Elliot, A. J., Marsh, H. W., Murayama, K., Basarkod, G., Parker, P. D., & Dicke, T. (2023). Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences. Journal of Personality and Social Psychology, 125(2), 397–420.

How personality matters for education research.

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Jach, H. K., Bardach, L., & Murayama, K. (2023). How personality matters for education research. Educational Psychology Review, 35(3), 94.

A systematic review and meta‐analysis of nonpharmacological interventions for children and adolescents with selective mutism

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Hipolito, G., Pagnamenta, E., Stacey, H., Wright, E., Joffe, V., Murayama, K., & Creswell, C. (2023). A systematic review and meta‐analysis of nonpharmacological interventions for children and adolescents with selective mutism. JCPP Advances, e12166.

Same same but different: The role of subjective domain similarity in the longitudinal interplay among achievement and self-concept in multiple academic domains

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Sticca, F., Goetz, T., Möller, J., Eberle, F., Murayma, K., & Shavelson, R. (2023). Same same but different: The role of subjective domain similarity in the longitudinal interplay among achievement and self-concept in multiple academic domains. Learning and Individual Differences, 102, 102270.

Motivated for near impossibility: How task type and reward modulate task enjoyment and the striatal activation for extremely difficult task.

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Sakaki, M., Meliss, S., Murayama, K., Yomogida, Y., Matsumori, K., Sugiura, A., Matsumoto, M., & Matsumoto, K. (2023). Motivated for near impossibility: How task type and reward modulate task enjoyment and the striatal activation for extremely difficult task. Cognitive, Affective, & Behavioral Neuroscience, 23(1), 30–41.

Random item slope regression: An alternative measurement model that accounts for both similarities and differences in association with individual items.

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Donnellan, E., Usami, S., & Murayama, K. (2023). Random item slope regression: An alternative measurement model that accounts for both similarities and differences in association with individual items. Psychological Methods. Advance online publication.