ORCID Profile
0000-0003-2902-9600
Current Organisations
University of Tübingen
,
University of Reading
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Publisher: Wiley
Date: 12-09-2023
DOI: 10.1111/CDEV.13996
Publisher: SAGE Publications
Date: 24-01-0012
Abstract: Video games constitute a popular form of entertainment that allows millions of people to adopt virtual identities. In our research, we explored the idea that the appeal of games is due in part to their ability to provide players with novel experiences that let them “try on” ideal aspects of their selves that might not find expression in everyday life. We found that video games were most intrinsically motivating and had the greatest influence on emotions when players’ experiences of themselves during play were congruent with players’ conceptions of their ideal selves. Additionally, we found that high levels of immersion in gaming environments, as well as large discrepancies between players’ actual-self and ideal-self characteristics, magnified the link between intrinsic motivation and the experience of ideal-self characteristics during play.
Publisher: SAGE Publications
Date: 21-08-2014
Abstract: Recent studies have indicated that research practices in psychology may be susceptible to factors that increase false-positive rates, raising concerns about the possible prevalence of false-positive findings. The present article discusses several practices that may run counter to the inflation of false-positive rates. Taking these practices into account would lead to a more balanced view on the false-positive issue. Specifically, we argue that an inflation of false-positive rates would diminish, sometimes to a substantial degree, when researchers (a) have explicit a priori theoretical hypotheses, (b) include multiple replication studies in a single paper, and (c) collect additional data based on observed results. We report findings from simulation studies and statistical evidence that support these arguments. Being aware of these preventive factors allows researchers not to overestimate the pervasiveness of false-positives in psychology and to gauge the susceptibility of a paper to possible false-positives in practical and fair ways.
Publisher: American Psychological Association (APA)
Date: 2016
DOI: 10.1037/PSPP0000079
Abstract: Previous research has suggested that parents' aspirations for their children's academic attainment can have a positive influence on children's actual academic performance. Possible negative effects of parental overaspiration, however, have found little attention in the psychological literature. Employing a dual-change score model with longitudinal data from a representative s le of German school children and their parents (N = 3,530 Grades 5 to 10), we showed that parental aspiration and children's mathematical achievement were linked by positive reciprocal relations over time. Importantly, we also found that parental aspiration that exceeded their expectation (i.e., overaspiration) had negative reciprocal relations with children's mathematical achievement. These results were fairly robust after controlling for a variety of demographic and cognitive variables such as children's gender, age, intelligence, school type, and family socioeconomic status. The results were also replicated with an independent s le of U.S. parents and their children. These findings suggest that unrealistically high parental aspiration can be detrimental for children's achievement. (PsycINFO Database Record
Publisher: Center for Open Science
Date: 29-10-2018
Abstract: Curiosity is a powerful source of motivation and allows us to explore and acquire knowledge without relying on extrinsic incentives. So far, studies have mostly focused on the curiosity felt towards a specific object. Using a paradigm that sequentially activates curiosity on a trial-by-trial basis with trivia questions, we showed that the curiosity of one trial carries over to the next trial, even if each trial presents completely independent information. This carry-over effect was observed both when curiosity was measured through self-reports and a behavioral task (i.e. willingness-to-pay task). The results were also replicated when participants’ curiosity was not resolved, eliminating the role of general positive emotions. Theoretical implication of this carry-over effect was discussed.
Publisher: Wiley
Date: 08-02-2017
DOI: 10.1111/CDEV.12704
Abstract: A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents' development in mathematics (Grades 5-9 N = 3,425 German students mean starting age = 11.7 years representative s le). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end-of-the-year grades and test scores), and that achievement positively predicted these emotions, controlling for students' gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students' achievement and of achievement for the development of emotions.
Publisher: American Psychological Association (APA)
Date: 04-2017
DOI: 10.1037/EDU0000144
Publisher: Center for Open Science
Date: 11-01-2020
Abstract: Recent years have seen considerable interest in empirical research on epistemic emotions, i.e. emotions related to knowledge-generating qualities of cognitive tasks and activities such as curiosity, interest, and surprise. One big challenge when studying epistemic emotions is systematically inducting these emotions in restricted experimental settings. The current study created a novel stimulus set called Magic Curiosity Arousing Tricks (MagicCATs): a collection of 166 short magic trick video clips that aim to induce a variety of epistemic emotions. MagicCATs are available for research, and can be used in a variety of ways to examine epistemic emotions. Rating data also supports that the magic tricks elicit a variety of epistemic emotions with sufficient inter-stimulus variability, demonstrating good psychometric properties for their use in psychological experiments.
Publisher: Elsevier BV
Date: 02-2016
Publisher: Center for Open Science
Date: 17-03-2022
Abstract: Mastery-approach (MAP) goals, focusing on developing competence and acquiring task mastery, is posited to be the most optimal, beneficial type of achievement goal for academic and life outcomes. Although there is meta-analytic evidence supporting this finding, such evidence does not allow us to conclude that the extant MAP goal findings generalize across cultures. Meta-analyses have often suffered from over-representation of Western, educated, industrialized, rich, and democratic (WEIRD) s les, reliance on bivariate correlations, and lack the ability to directly control in idual-level background variables. To address these limitations, this study used nationally representative data from 80 societies (N= 612,004 adolescents) to examine the relations of MAP goals to four personality antecedents (workmastery, competitiveness, fear of failure, and mindset) and 16 consequences (i.e., task-specific motivational, achievement-related, and well-being outcomes), and tested the cross-cultural generalizability of these relations. Results showed that MAP goals were: (a) grounded primarily in positive (workmastery, competitiveness) but not negative achievement motives (fear of failure, fixed mindset) (b) most strongly predictive of well-being outcomes (e.g., life satisfaction, resilience), followed by adaptative motivational (e.g., enjoyment, perceived competent) and achievement-related (e.g., test performance, educational aspirations) outcomes (c) weakly negatively associated with maladaptive outcomes (perceived task difficulty) and (d) uniquely predictive of various consequences, controlling for the personality antecedents and covariates. Further, the results of four different approaches provide consistent, strong support for cross-cultural generalizability of these relations, which has practical implications regarding the benefits of MAP goal pursuit in daily life and directions for educational intervention in a global context.
Publisher: Center for Open Science
Date: 17-02-2020
Abstract: Curiosity - the drive for information - is often perceived as a dangerous trait. This is exacerbated by the perception that when something is forbidden, curiosity towards it increases. Surprisingly little is known about the mechanisms by which this forbidden fruit effect occurs. In a series of five experiments (total N = 2,141), we used a novel card selection task with an arbitrarily forbidden card to demonstrate the forbidden fruit effect across a broad age range (5 to 79 years). All of the experiments controlled for uncertainty of forbidden card, and the effect remained when we controlled for visual saliency, potential item selection bias, and even when participants were aware that the prohibited card had been selected randomly. These results suggest that people's attraction to unavailable options is not only driven by their beliefs about importance or scarcity but also by lower-level cognitive mechanisms such as memory availability.
Publisher: American Psychological Association (APA)
Date: 07-2017
DOI: 10.1037/EDU0000163
Publisher: American Psychological Association (APA)
Date: 02-2019
DOI: 10.1037/EDU0000281
Publisher: Oxford University Press (OUP)
Date: 02-12-2013
Abstract: Recent studies have documented that self-determined choice does indeed enhance performance. However, the precise neural mechanisms underlying this effect are not well understood. We examined the neural correlates of the facilitative effects of self-determined choice using functional magnetic resonance imaging (fMRI). Participants played a game-like task involving a stopwatch with either a stopwatch they selected (self-determined-choice condition) or one they were assigned without choice (forced-choice condition). Our results showed that self-determined choice enhanced performance on the stopwatch task, despite the fact that the choices were clearly irrelevant to task difficulty. Neuroimaging results showed that failure feedback, compared with success feedback, elicited a drop in the vmPFC activation in the forced-choice condition, but not in the self-determined-choice condition, indicating that negative reward value associated with the failure feedback vanished in the self-determined-choice condition. Moreover, the vmPFC resilience to failure in the self-determined-choice condition was significantly correlated with the increased performance. Striatal responses to failure and success feedback were not modulated by the choice condition, indicating the dissociation between the vmPFC and striatal activation pattern. These findings suggest that the vmPFC plays a unique and critical role in the facilitative effects of self-determined choice on performance.
Publisher: Elsevier BV
Date: 04-2012
Publisher: American Psychological Association (APA)
Date: 02-2018
DOI: 10.1037/DEV0000393
Abstract: Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative s le of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period the interconnectedness and complementarity of 3 ASC models their counterbalancing strengths and weaknesses and new theoretical, developmental, and substantive implications at their intersections. (PsycINFO Database Record
Publisher: Elsevier BV
Date: 03-2017
DOI: 10.1016/J.CPR.2016.12.002
Abstract: Cognitive Behavior Therapy (CBT) is a well-established treatment for childhood anxiety disorders. Meta-analyses have concluded that approximately 60% of children recover following treatment, however these include studies using a broad range of diagnostic indices to assess outcomes including whether children are free of the one anxiety disorder that causes most interference (i.e. the primary anxiety disorder) or whether children are free of all anxiety disorders. We conducted a meta-analysis to establish the efficacy of CBT in terms of absence of all anxiety disorders. Where available we compared this rate to outcomes based on absence of primary disorder. Of 56 published randomized controlled trials, 19 provided data on recovery from all anxiety disorders (n=635 CBT, n=450 control participants). There was significant heterogeneity across those studies with available data and full recovery rates varied from 47.6 to 66.4% among children without autistic spectrum conditions (ASC) and 12.2 to 36.7% for children with ASC following treatment, compared to up to 20.6% and 21.3% recovery in waitlist and active treatment comparisons. The lack of consistency in diagnostic outcomes highlights the urgent need for consensus on reporting in future RCTs of childhood anxiety disorders for the meaningful synthesis of data going forwards.
Publisher: American Psychological Association (APA)
Date: 05-2016
DOI: 10.1037/XGE0000159
Abstract: In recent years an increasing number of articles have employed meta-analysis to integrate effect sizes of researchers' own series of studies within a single article ("internal meta-analysis"). Although this approach has the obvious advantage of obtaining narrower confidence intervals, we show that it could inadvertently inflate false-positive rates if researchers are motivated to use internal meta-analysis in order to obtain a significant overall effect. Specifically, if one decides whether to stop or continue a further replication experiment depending on the significance of the results in an internal meta-analysis, false-positive rates would increase beyond the nominal level. We conducted a set of Monte Carlo simulations to demonstrate our argument, and provided a literature review to gauge awareness and prevalence of this issue. Furthermore, we made several recommendations when using internal meta-analysis to make a judgment on statistical significance.
Publisher: Springer Science and Business Media LLC
Date: 28-06-2021
DOI: 10.1007/S10648-021-09622-9
Abstract: Researchers studying curiosity and interest note a lack of consensus in whether and how these important motivations for learning are distinct. Empirical attempts to distinguish them are impeded by this lack of conceptual clarity. Following a recent proposal that curiosity and interest are folk concepts, we sought to determine a non-expert consensus view on their distinction using machine learning methods. In Study 1, we demonstrate that there is a consensus in how they are distinguished, by training a Naïve Bayes classification algorithm to distinguish between free-text definitions of curiosity and interest ( n = 396 definitions) and using cross-validation to test the classifier on two sets of data (main n = 196 additional n = 218). In Study 2, we demonstrate that the non-expert consensus is shared by experts and can plausibly underscore future empirical work, as the classifier accurately distinguished definitions provided by experts who study curiosity and interest ( n = 92). Our results suggest a shared consensus on the distinction between curiosity and interest, providing a basis for much-needed conceptual clarity facilitating future empirical work. This consensus distinguishes curiosity as more active information seeking directed towards specific and previously unknown information. In contrast, interest is more pleasurable, in-depth, less momentary information seeking towards information in domains where people already have knowledge. However, we note that there are similarities between the concepts, as they are both motivating, involve feelings of wanting, and relate to knowledge acquisition.
Publisher: American Psychological Association (APA)
Date: 07-2019
DOI: 10.1037/PSPP0000230
Abstract: A theoretical model linking achievement and emotions is proposed. The model posits that in idual achievement promotes positive achievement emotions and reduces negative achievement emotions. In contrast, group-level achievement is thought to reduce in iduals' positive emotions and increase their negative emotions. The model was tested using one cross-sectional and two longitudinal datasets on 5th to 10th grade students' achievement emotions in mathematics (Studies 1-3: Ns = 1,610, 1,759, and 4,353, respectively). Multilevel latent structural equation modeling confirmed that in idual achievement had positive predictive effects on positive emotions (enjoyment, pride) and negative predictive effects on negative emotions (anger, anxiety, shame, and hopelessness), controlling for prior achievement, autoregressive effects, reciprocal effects, gender, and socioeconomic status (SES). Class-level achievement had negative compositional effects on the positive emotions and positive compositional effects on the negative emotions. Additional analyses suggested that self-concept of ability is a possible mediator of these effects. Furthermore, there were positive compositional effects of class-level achievement on in idual achievement in Study 2 but not in Study 3, indicating that negative compositional effects on emotion are not reliably counteracted by positive effects on performance. The results were robust across studies, age groups, synchronous versus longitudinal analysis, and latent-manifest versus doubly latent modeling. These findings imply that in idual success drives emotional well-being, whereas placing in iduals in high-achieving groups can undermine well-being. Thus, the findings challenge policy and practice decisions on achievement-contingent allocation of in iduals to groups. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Publisher: American Psychological Association (APA)
Date: 08-2011
DOI: 10.1037/A0023952
Publisher: Elsevier BV
Date: 02-2014
Publisher: American Psychological Association (APA)
Date: 08-2016
DOI: 10.1037/DEV0000146
Abstract: Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of whether these effects are consistent across the potentially volatile early-to-middle adolescence. Hence, focusing on mathematics, we evaluate reciprocal effects models (REMs) over the first 4 years of secondary school (grades 5-8), relating effort, achievement (test scores and school grades), ASC, and ASC × Effort interactions for a representative s le of 3,144 German students (Mage = 11.75 years at Wave 1). ASC, effort, and achievement were positively correlated at each wave, and there was a clear pattern of positive reciprocal positive effects among ASC, test scores, and school grades-each contributing to the other, after controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had nonsignificant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC × Effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high-thus providing a key to breaking the double-edged sword. (PsycINFO Database Record
Publisher: Springer Science and Business Media LLC
Date: 19-12-2018
DOI: 10.1007/S10802-018-0495-6
Abstract: This longitudinal study examined a multitude of early childhood predictors of anxiety symptoms and disorders over an 8-year period. The purpose of the study was to identify early life predictors of anxiety across childhood and early adolescence in a s le of at-risk children. The s le included 202 preschool children initially identified as behaviorally inhibited or uninhibited between the ages of 3 years 2 months and 4 years 5 months. Temperament and familial environment variables were assessed using observation and parent report at baseline. Anxiety symptoms and disorders were assessed using questionnaires and diagnostic interviews at baseline (age 4), and at age 6, 9 and 12 years. In line with our hypotheses, the findings showed that preschool children were more likely to experience anxiety symptoms and disorders over time i) when the child was inhibited, ii) when there was a history of maternal anxiety disorders or iii) when mothers displayed high levels of overinvolvement. Further, the study identified a significant interaction effect between temperament and maternal overvinvolvement such that behaviorally inhibited preschoolers had higher anxiety symptoms at age 12, only in the presence of maternal overinvolvement at age 4. The increased risk of anxiety in inhibited children was mitigated when mothers demonstrated low levels of overinvolvement at age 4. This study provides evidence of both additive and interactive effects of temperament and family environment on the development of anxiety and provides important information for the identification of families who will most likely benefit from targeted early intervention.
Publisher: Elsevier BV
Date: 03-2018
Publisher: Center for Open Science
Date: 20-05-2020
Abstract: Researchers studying curiosity and interest note a lack of consensus in whether and how these important motivations for learning are distinct. Empirical attempts to distinguish them are impeded by this lack of conceptual clarity. Following a recent proposal that curiosity and interest are naïve concepts, we sought to determine a naïve consensus view on their distinction using machine learning methods. In Study 1, we demonstrate that there is a naïve consensus in how they are distinguished, by training a Naïve Bayes classification algorithm to distinguish between free-text definitions of curiosity and interest (n = 396 definitions) and using cross-validation to test the classifier on two sets of data (dependent n = 196 independent n = 218). In Study 2, we demonstrate that the naïve consensus is shared by experts and can plausibly underscore future empirical work, as the classifier accurately distinguished definitions provided by experts who study curiosity and interest (n = 92). Our results suggest a shared consensus on the distinction between curiosity and interest, providing a basis for much-needed conceptual clarity facilitating future empirical work. This consensus distinguishes curiosity as more active information-seeking directed towards specific and previously unknown information. In contrast, interest is more pleasurable, in-depth, less momentary information-seeking towards information in domains where people already have knowledge.
Publisher: Center for Open Science
Date: 16-08-2023
Abstract: Researchers have focused extensively on understanding the factors influencing students' academic achievement over time. However, existing longitudinal studies have often examined only a limited number of predictors at one time, leaving gaps in our knowledge about how these predictors collectively contribute to achievement beyond prior performance and how their impact evolves during students' development. To address this, we employed machine learning to analyze longitudinal survey data from 3,425 German secondary school students spanning Years 5 to 9. Our objectives were twofold: to model and compare the predictive capabilities of 105 predictors on math achievement and to track changes in their importance over time. We first predicted standardized math achievement scores in Years 6 to 9 using the variables assessed in the previous year ("next year prediction"). Second, we examined the utility of the variables assessed in Year 5 at predicting future math achievement at varying time lags (1-4 years ahead) --- "varying lag prediction". In the next year prediction analysis, prior math achievement was the strongest predictor, gaining importance over time. In the varying lag prediction analysis, the predictive power of Year 5 math achievement waned with longer time lags. In both analyses, additional predictors, including IQ, grades, motivation and emotion, cognitive strategies, classroom/home environments, and demographics (including SES), exhibited relatively smaller yet consistent contributions, underscoring their distinct roles in predicting math achievement over time. These findings have implications for both future research and educational practices, which are discussed in detail.
Publisher: Wiley
Date: 03-05-2023
DOI: 10.1002/JCV2.12166
Abstract: Selective mutism (SM) is an anxiety disorder that often starts in early years with serious and lasting consequences. Nonpharmacological interventions are commonly seen as the preferred first treatment. This systematic review identifies outcome measures used and outcomes achieved for nonpharmacological interventions for children and adolescents with SM. Systematic searches were conducted using 13 electronic databases and hand searches, including peer‐reviewed and grey literature since 1992. Twenty‐five studies were identified. While specific measures varied, all studies reported an outcome measure for speaking behaviour and 18 used a measure of anxiety. Few studies reported measures of SM remission ( k = 6), well‐being ( k = 6), academic impact ( k = 2), or quality of life ( k = 1). Within subject outcomes for nonpharmacological interventions were variable for improvements in speaking behaviours (very small to large positive effects) and reduction in anxiety symptoms (very small negative to large positive effects). Only five randomised controlled trials (RCTs) were included in the meta‐analysis. Three studies compared a combined systems/behavioural approach with waitlist controls indicating a significant and large effect (Hedges g = 1.06, p .0001, 95% CI: 0.57–1.56) on improved speaking behaviour. Two of these RCTs showed a large effect for SM remission favouring the intervention (Risk Ratio = 4.25, p = .1774, 95% CI: 0.52–34.84) but this did not reach statistical significance. Non‐significant outcomes for two RCTs with active controls (Hedges g = 0.55, p .2885, 95% CI: −0.47 to 1.57) showed considerable heterogeneity in approach and outcomes, one with large and one with negligible effects. Despite the considerable impairment caused by SM, there has been little systematic evaluation of non‐pharmacological interventions. Although combined systems/behavioural interventions are promising, further systematic evaluations are urgently needed to inform treatment approaches. Cross‐study measurement harmonisation is required to promote learning from all studies, including wider clinical and economic outcomes. Not applicable.
Publisher: Wiley
Date: 20-12-2013
DOI: 10.1111/CDEV.12036
Publisher: American Psychological Association (APA)
Date: 06-2020
DOI: 10.1037/EMO0000578
Abstract: Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In addition, little is known about the relations between these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g., achievement emotions). In 3 studies (
Publisher: Center for Open Science
Date: 02-2023
Abstract: Board, card, or video games have been played by virtually every in idual in the world population, with both children and adults participating. Games are popular because they are intuitive and fun. These distinctive qualities of games also make them ideal as a platform for studying the mind. By being intuitive, games provide a unique vantage point for understanding the inductive biases that support behavior in more complex, ecological settings than traditional lab experiments. By being fun, games allow researchers to study new questions in cognition such as the meaning of "play'' and intrinsic motivation, while also supporting more extensive and erse data collection by attracting many more participants. We describe both the advantages and drawbacks of using games relative to standard lab-based experiments and lay out a set of recommendations on how to gain the most from using games to study cognition. We hope this article will lead to a wider use of games as experimental paradigms, elevating the ecological validity, scale, and robustness of research on the mind.
Publisher: Center for Open Science
Date: 07-09-2018
Abstract: Interest is an important motivational element for learning in the school environment. However, little research has directly addressed how interest develops over time as knowledge accumulates. To gain a better understanding of interest development, we developed a paradigm where participants gain step-by-step information about lesser known countries. After reading each piece of information, participants rated their interest in and liking of the country. Growth-curve modelling showed that interest grows during knowledge acquisition until it eventually stalls and starts to decline. We also found that the opportunity to choose information boosted the growth in interest and delayed its decline. Further analysis revealed that people disengaged from a topic (i.e. stopped accessing information about a particular country) when their interest started to decrease.
Publisher: Springer Science and Business Media LLC
Date: 09-2023
Publisher: Springer Science and Business Media LLC
Date: 26-09-2023
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Kou Murayama.