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Psychology

D-Index
59
Citations
21581
World Ranking
3635
National Ranking
387

Overview

Kou Murayama is affiliated with the University of Reading in the United Kingdom. Their primary field of study is psychology, with a focus on experimental and cognitive psychology, cognitive neuroscience, social psychology, developmental and educational psychology, and education.

Their research covers a range of topics, including:

  • Psychological and educational research studies
  • Mental health research topics
  • Education, achievement, and giftedness
  • Functional brain connectivity studies
  • Misinformation and its impacts
  • Motivation and self-concept in sports
  • Face recognition and perception

Murayama has published extensively in various academic venues. The frequent publication venues where their work appears include:

  • Learning and Instruction
  • Psychological Methods
  • Educational Psychology Review
  • Nature Human Behaviour
  • Contemporary Educational Psychology

They have collaborated often with several co-authors, notably:

  • Michiko Sakaki
  • Lily FitzGibbon
  • Stefanie Meliß
  • Ryo Ishii
  • Ayumi Tanaka

Selected recent papers by Kou Murayama include:

  • A reward-learning framework of knowledge acquisition: An integrated account of curiosity, interest, and intrinsic-extrinsic rewards. (2022), Psychological Review
  • Summary-statistics-based power analysis: A new and practical method to determine sample size for mixed-effects modeling. (2022), Psychological Methods

Other relevant publications coauthored or cited alongside include:

  • These Are Not the Effects You Are Looking for: Causality and the Within-/Between-Persons Distinction in Longitudinal Data Analysis (2023), Advances in Methods and Practices in Psychological Science
  • Shared striatal activity in decisions to satisfy curiosity and hunger at the risk of electric shocks (2020), Nature Human Behaviour
  • How Are Curiosity and Interest Different? Naïve Bayes Classification of People's Beliefs (2021), Educational Psychology Review

Best Publications

  • Motivational, emotional, and behavioral correlates of fear of missing out

    Andrew K. Przybylski;Kou Murayama;Cody R. DeHaan;Valerie Gladwell

  • On the measurement of achievement goals: critique, illustration, and application

    Andrew J. Elliot;Kou Murayama

  • A 3 × 2 achievement goal model

    Andrew J. Elliot;Kou Murayama;Reinhard Pekrun

  • Achievement emotions and academic performance: longitudinal models of reciprocal effects

    Reinhard Pekrun;Reinhard Pekrun;Stephanie Lichtenfeld;Herbert W. Marsh;Herbert W. Marsh;Kou Murayama;Kou Murayama

  • The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle fallacies

    Herbert W. Marsh;Reinhard Pekrun;Philip D. Parker;Kou Murayama

  • Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies

    Kou Murayama;Reinhard Pekrun;Stephanie Lichtenfeld;Rudolf vom Hofe

  • The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.

    Kou Murayama;Andrew J. Elliot

  • Mechanisms of motivation-cognition interaction: Challenges and opportunities

    Todd S. Braver;Marie K. Krug;Kimberly S. Chiew;Wouter Kool

  • Neural basis of the undermining effect of monetary reward on intrinsic motivation

    Kou Murayama;Madoka Matsumoto;Keise Izuma;Kenji Matsumoto

  • Internet Gaming Disorder: Investigating the Clinical Relevance of a New Phenomenon

    Andrew K. Przybylski;Netta Weinstein;Kou Murayama

  • The competition–performance relation: a meta-analytic review and test of the opposing processes model of competition and performance

    Kou Murayama;Andrew J. Elliot

  • A unified framework of longitudinal models to examine reciprocal relations.

    Satoshi Usami;Kou Murayama;Ellen L. Hamaker

  • The Ideal Self at Play The Appeal of Video Games That Let You Be All You Can Be

    Andrew K. Przybylski;Netta Weinstein;Kou Murayama;Martin F. Lynch

  • Neural correlates of cognitive dissonance and choice-induced preference change

    Keise Izuma;Madoka Matsumoto;Kou Murayama;Kazuyuki Samejima

  • The power of anticipated feedback: Effects on students' achievement goals and achievement emotions

    Reinhard Pekrun;Aisling Cusack;Kou Murayama;Andrew J. Elliot

  • An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.

    Herbert W. Marsh;Reinhard Pekrun;Kou Murayama;A. Katrin Arens

  • Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)

    Stephanie Lichtenfeld;Reinhard Pekrun;Robert H. Stupnisky;Kristina Reiss

  • Process account of curiosity and interest: a reward-learning perspective

    Kou Murayama;Kou Murayama;Kou Murayama;Lily FitzGibbon;Michiko Sakaki;Michiko Sakaki

  • Forgetting as a consequence of retrieval: a meta-analytic review of retrieval-induced forgetting

    Kou Murayama;Toshiya Miyatsu;Dorothy Buchli;Benjamin C. Storm

  • A reward-learning framework of knowledge acquisition: An integrated account of curiosity, interest, and intrinsic–extrinsic rewards.

    Unknown

  • Separation of Performance-Approach and Performance-Avoidance Achievement Goals : A Broader Analysis.

    Kou Murayama;Andrew J. Elliot;Shinji Yamagata

Frequent Co-Authors

Andrew J. Elliot
Andrew J. Elliot University of Rochester
Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Alan D. Castel
Alan D. Castel University of California, Los Angeles
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Netta Weinstein
Netta Weinstein University of Reading
Thomas Goetz
Thomas Goetz University of Vienna
Richard E. Tremblay
Richard E. Tremblay University of Montreal
Cathy Creswell
Cathy Creswell University of Oxford
Michel Boivin
Michel Boivin Université Laval
Philip D. Parker
Philip D. Parker Australian Catholic University

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