Área de conocimientoPeriodo de publicación recogido
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Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences.
Jiesi Guo, Xiang Hu, Andrew J. Elliot, Herbert W. Marsh, Kou Murayama, Geetanjali Basarkod, Philip D. Parker, Theresa Dicke
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 125, Nº. 2, 2023, págs. 397-420
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, Jiesi Guo, Theresa Dicke, A. Katrin Arens
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 2, 2019, págs. 331-353
Happy fish in little ponds: Testing a reference group model of achievement and emotion
Reinhard Pekrun, Kou Murayama, Herbert W. Marsh, Thomas Goetz, Anne C. Frenzel
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 117, Nº. 1, 2019, págs. 166-185
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
Reinhard Pekrun, Stephanie Lichtenfeld, Herbert W. Marsh, Kou Murayama, Thomas Goetz
Child development, ISSN 0009-3920, Vol. 88, Nº. 5, 2017, págs. 1653-1670
Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores
Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, Stephanie Lichtenfeld
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 3, 2017, págs. 425-438
Don’t aim too high for your kids:: Parental overaspiration undermines students’ learning in mathematics.
Kou Murayama, Reinhard Pekrun, Masayuki Suzuki, Herbert W. Marsh, Stephanie Lichtenfeld
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 111, Nº. 5, 2016, págs. 766-779
Potential-based achievement goals
Andrew J. Elliot, Kou Murayama, Ahmed Kobeisy, Stephanie Lichtenfeld
British journal of educational psychology, ISSN 0007-0998, Nº. 2, 2015, págs. 192-206
Internalizing symptomatology and academic achievement: : Bi-directional prospective relations in adolescence
Aaron C. Weidman, Adam A. Augustine, Kou Murayama, Andrew J. Elliot
Journal of Research in Personality, ISSN-e 1095-7251, Vol. 58, Nº. 1, 2015, págs. 106-114
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals
Ayumi Tanaka, Kou Murayama
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 4, 2014, págs. 1122-1134
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
Child development, ISSN 0009-3920, Vol. 84, Nº. 4, 2013, págs. 1475-1490
Wilbert Law, Andrew J. Elliot, Kou Murayama
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 3, 2012, págs. 806-819
A 3 × 2 achievement goal model
Andrew J. Elliot, Kou Murayama, Reinhard Pekrun
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 3, 2011, págs. 632-648
Separation of performance-approach and performance-avoidance achievement goals: A broader analysis
Kou Murayama, Andrew J. Elliot, Shinji Yamagata
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 1, 2011, págs. 238-256
Kou Murayama, Andrew J. Elliot
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 2, 2009, págs. 432-447
On the measurement of achievement goals: Critique, illustration, and application
Andrew J. Elliot, Kou Murayama
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 3, 2008, págs. 613-628
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