Research

Ai is interested in investigating the development of students’ academic motivation and its long-term effects on their educational outcomes. Her recent study (Miyamoto, Murayama & Lechner, 2020) showed that students tend to lose their academic motivation during adolescence regardless of their gender, school types, and socioeconomic background.

To prevent students from losing their interests in learning, she is currently investigating the mechanisms of developmental decline in academic motivation (e.g., self-concept, intrinsic and extrinsic motivation) using a large-scale national educational panel study (NEPS).

She also conducts an intervention study to help university students maintain their academic motivation throughout the semester using a self-regulated journal writing method.

She is also an expert in advanced statistical analyses including the use of latent modeling approach, measurement invariance, and scale development.

Selected Publications

Miyamoto, A. (2023). A role of gender in the reciprocal relations between intrinsic reading motivation and reading comprehension. Scientific Studies of Reading, 1-14.

Miyamoto, A., Werner, K., & Schmidt, F. T. (2023). A reciprocal perspective on the differential associations between personality traits and multiple indicators of academic achievement. Journal of Personality.

Wicht, A., Miyamoto, A., & Lechner, C. (2022). Are girls more ambitious than boys? Gender differences in adolescents‘ occupational aspirations and their possible mechanisms. Journal of Career Development.

Lechner, C., Gauly, B., Miyamoto, A., & Wicht, A. (2021). Stability and change in adults’ literacy and numeracy skills: Evidence from two large-scale panel studies. Personality and Individual Differences.

Miyamoto, A., Murayama, K., & Lechner, C. (2020). The developmental trajectory of intrinsic reading motivation: Measurement invariance, group variations, and implications for reading proficiency. Contemporary Educational Psychology.

Miyamoto, A & Wicht, A. (2020). Developmental trajectories of the socioeconomic status of occupational aspirations during adolescence Journal of Adolescence, 84, 26‒35.

Miyamoto, A., Seuring, J., & Kristen, C. (2020). Immigrant students’ achievements in light of their educational aspirations and academic motivation. Journal of Ethnic and Migration Studies.46 (7), 1348-1370.

Lechner, C. M., Miyamoto, A., & Knopf, T. (2019). Should students be smart, curious, or both? Fluid intelligence, openness, and interest co shape the acquisition of reading and math competence. Intelligence, 76, 1-12.

Miyamoto, A., Pfost, M., & Artelt, C. (2019). The relationship between intrinsic motivation and reading comprehension: Mediating effects of reading amount and metacognitive knowledge of strategy use. Scientific studies of Reading, 23(6), 445-460

Miyamoto, A., Seuring, J., & Kristen, C. (2018). Immigrant students’ achievements in light of their educational aspirations and academic motivation. Journal of Ethnic and Migration Studies (online first).

Miyamoto, A., Pfost, M., & Artelt, C. (2018). Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany. Journal of Research in Reading,41, 176–196.

Zheng, M., Matsuo, T., Miyamoto, A., & Hoshino, O. (2014). Tonically balancing intracortical excitation and inhibition by GABAergic gliotransmission. Neural Computation, 26, 1690–1716.

Miyamoto, A., Miyamoto, H., George, D., & Brimacombe, E. (2012). Perceived attractiveness of female smokers: A comparison between Caucasian and Asian students. Japanese Journal of Tobacco Control, 7, 66–75.

Miyamoto, A., Hasegawa, J., & Hoshino, O. (2012). Dynamic modulation of an orientation preference map by GABA responsible for age-related cognitive performance. Cognitive Processing, 13, 349–359.

Miyamoto A., Hasegawa, J., Zheng, M., & Hoshino, O. (2012). Diffusive feedback influences on hierarchical information processing. Neural Computation, 24, 744–770.

Fujiwara, H., Zheng, M., Miyamoto, A., & Hoshino, O. (2011). Insufficient augmentation of ambient GABA responsible for age-related cognitive deficit. Cognitive Processing, 12, 151–159.