Education: B. A. Education, Niigata University, Japan, 2012. M. A. Psychology, Nagoya University, Japan, 2014. Ph. D. Psychology, Nagoya University, Japan, 2018.
Academic Positions: 2015.04 - 2016.03 Research Fellow (DC2), Japan Society for the Promotion of Science 2016.04 - 2018.03 Research Lecturer, Nara University of Education 2018.04 - 2024.03 Assistant Professor, Nanzan University 2024.04 - present Associate Professor, Nanzan University
I'm interested in the development and socialization of children's achievement motivation. I'm focusing on family and school influences on children's motivation and learning.
Key Words: motivation,expectancy-value theory,task value,socialization of motivation
Peer-Reviewed Papers
Miwa, S., & Kera, M. (in press). Establishing Validity for the Expectancy-Value-Cost Scale. The Japanese Journal of Psychology, 95, xx-xx.
Kera, M., & Urakami, M. (2024). Review of studies on utility-value intervention and the prospects for the future studies. Japanese Journal of Social Motivation, 12, 4-23. [repository]
Kera, M. (2023). The transmission of implicit theories of intelligence (ITI) between parents and children: Focusing the degree of agreement in ITI between the parents. The Japanese Journal of Personality, 32, 24-35. [J-STAGE]
Okada, R., & Kera, M. (2022). To what extent are the perceptions of classroom goal structures shared by students: A meta-analysis. The Japanese Journal of Educational Psychology, 70, 376-388. [J-STAGE]
Miwa, S., Aoyama, T., Kera, M., & Yamamoto, D. (2022). Does philosophical dialogue about “Why do we need to study?” improve learning motivation?: Studies of college students and elementary school students. Japan Journal of Educational Technology, 46 (Suppl.), 17-20. [J-STAGE]
Miwa, S., Kera, M., Matsumoto (Asakura)., & Hamano (2022). Change and Differentiation at Domain Level Motivation in Elementary and Junior HighSchool Students: Focusing on Perceived Utility Value and Interest. The Japanese Journal of Educational Psychology, 70, 260-275. [J-STAGE]
Miwa, S., Aoyama, T., Kera, M., & Yamamoto, D. (2022). Considering the effect of philosophical dialogue about “Why we have to study” on learning motivation. Japanese Journalof Philosophical Practice, 4, 48-61. [pdf]
Kera, M. (2022). The effect of value-cost conflict on persistence in learning: A cluster analysis of elementary school students’ motivation towards science learning. The Japanese Journal of Personality, 31, 32-34. [J-STAGE]
Miwa, S., & Kera, M. (2022). Examining the effects of utility value intervention and interaction of expectation in college students: Effects of thinking about usefulness for each class. Japanese Journal of Social Motivation, 11, 4-14. [webpage]
Tokuoka, M., & Kera, M. (2022). The effect of mastery-avoidance goals on delay in reaction times. The Japanese Journal of Personality, 30, 186-198 [J-STAGE].
Miwa, S., & Kera, M. (2020). Relationship between evaluating usefulness strategies and utility value: Focusing on the distance between subjects. The Japanese Journal of Personality, 29, 91-93. [J-STAGE]
Kera, M., & Miwa, S. (2019). Development of a evaluating usefulness strategies scale. Japan Journal of Educational Technology, 43, 175-183. [J-STAGE]
Ishii, R., Tamai, R., & Kera, M.(2019). The interaction effect of time beliefs and interests in learning on academic performance among Japanese junior high school students. Time & Society, 28, 50-59. [SAGE]
Kera, M., & Deguchi, T. (2018). Effects of students’ own and peers’ emotional engagements on attitudes toward small-group learning. Japan Journal of Educational Technology, 41 (Suppl.), 73-76. [J-STAGE]
Kera, M., Ishii, R., & Tamai, R. (2017). Does motivational conflict decrease academic achievement in Japanese junior high school students? : Secondary analysis of a social survey. The Japanese Journal of Personality, 25, 226-239. [J-STAGE]
Kera, M., Nakaya, M., Umemoto, T., Nakanishi, M., & Yanagisawa, K. (2017). The effect of utility value intervention on Japanese undergraduate students' motivation in educational psychology classes. Japan Journal of Educational Technology, 40 (Suppl.), 57-60. [J-STAGE]
Kera, M., & Nakaya, M. (2016). The interaction effects of positive task value and cost on students’ learning behavior. The Japanese Journal of Educational Psychology, 64, 285-295. [J-STAGE]
Kera, M., & Nakaya, M. (2014b). The relationships between teachers' instruction of task value, task value evaluation and learning behavior. Japan Journal of Educational Technology, 38, 61-71. [J-STAGE]
Kera, M., & Nakaya, M. (2014a). The relationships between teachers' instruction of task value, task value evaluation and behavioral engagement for science: The comparison of junior high school students and high school students. Educational Psychology Forum Report, FR-2013-08.
Non Peer-Reviewed Papers
Taga, K., & Kera, M. (in press). Interactions of interests in inquiry-based learning and subject learning among high school students: A Longitudinal study focusing on the moderating effect of Learning Bridging. Academia Journal of the Nanzan Academic Society: Humanities and Natural Sciences, 28, xx-xx.
Urakami, M., Kera, M., & Fujita, C. (2024). Does the belief that "math is hard" inhibit statistical learning behavior? : Examination of the usefulness of mathematics and career skills for utilized circumstances.The Nanzan Journal of Teacher Education, 11, 56-70. [repository]
Kera, M., Urakami, M., & Fujita, C. (2024). Longitudinal associations between preparation and in-class learning behaviors in a flipped classroom. The Nanzan Journal of Teacher Education, 11, 41-55. [repository]
Ozaki, U., & Kera, M. (2024). Factors facilitating bystanders' helping behavior for women with PMDD: Considerations from casual attribution for symptoms. Academia Journal of the Nanzan Academic Society: Humanities and Natural Sciences, 27, 219-236. [repository]
Okamoto, M., & Kera, M. (2023). Do "good children" consult with parents?: Focusing on the anticipated costs and benefits of help-seeking in elementary school students. Academia Journal of the Nanzan Academic Society: Humanities and Natural Sciences, 25, 241-253. [repository]
Aoki, T., & Kera, M. (2023). Reconsidering the person-centered approach in the educational domain: Receiving the baton from Professor Sakanaka. Academia Journal of the Nanzan Academic Society: Humanities and Natural Sciences, 25, 227-239. [repository]
Kera, M., & Nakaya, M. (2022). The impact of parents’ perceptions and involvement on children’s task value evaluation: focusing on the moderation effects of parental expectations. Academia Journal of the Nanzan Academic Society: Humanities and Natural Sciences, 23, 87-100. [repository]
Kera, M., & Hayashi, A. (2021). Academic help-seeking in university online-classes: A retrospective comparison with face-to-face classes. The Nanzan Journal of Teacher Education, 8, 24-30. [repository]
Aoki, T., Kera, M. (2021). Pilot study about influences of focusing manner on physiological stress index through trial experiment. Academia Journal of the Nanzan Academic Society: Humanities and Natural Sciences, 22, 221-230. [repository]
Kera, M., Urakami, M., Fujita, C., & Sakanaka, M. (2021). The relationships between beliefs in cooperation and learning behavior in the statistics class: Using a cross-lagged panel model. The Nanzan Journal of Teacher Education, 7, 27-40. [repository]
Kera, M., & Nakaya, M. (2019). Recent review and conceptual analysis of the task value. Academia Journal of the Nanzan Academic Society: Humanities and Natural Sciences, 17, 95-116. [repository]
Kera, M., & Nakaya, M. (2017). The effect of distal utility value intervention for students’ learning. Bulletin of Teacher Education Center for the Future Generation, 3, 111-116. [repository]
Poster Presentation in International Conferences
Hayashi, A., Nakaya, M., & Kera, M. (2018). The relation between teacher’s support of help-seeking and the teacher’s self-esteem and burn out. The 40th annual Conference of the International School Psychology Association. Tokyo, Japan.
Ishii, R., Kera, M., & Tamai, T. (2016). The influence of time beliefs on physical and mental health among Japanese early adolescents. the 6th Asian Congress of Health Psychology 2016. Yokohama, Japan.
Kera, M., Ishii, R., & Tamai, R. (2016). The effects of parental involvement on children's perception of utility value: The moderating effect of parent-child relationships. the 31st International Congress of Psychology 2016. Yokohama, Japan.
Tamai, R., Kera, M., & Ishii, R. (2016). The effect of cultural contact on accepting heterogeneous others: The mediating process of interests in cross-cultures. The Asian Conference on Psychology and the Behavioral Sciences 2016. Kobe, Japan.
Ishii, R., Tamai, R., & Kera, M. (2016). The effects of time beliefs and interest in learning on academic performance among junior high school students. The Asian Conference on Psychology and the Behavioral Sciences 2016. Kobe, Japan.
Kera, M., & Nakaya, M. (2015). Interactive effects of utility value and cost on students' engagement. the 14th European Congress of Psychology. Milan, Italy.
Kera, M., & Nakaya, M. (2014). The relationships between teachers’ instruction of task value, students’ evaluation of task value, and learning behavior. the 28th international congress of applied psychology. Paris, France.
Nakaya, M., Umemoto, T., Kera, M., & Nakanishi, M. (2014). Effects of utility value on students' motivation and interest: A case study of Japanese undergraduates in educational psychology classes. the 28th international congress of applied psychology. Paris, France.
Kera, M., Nakaya, M., & Yamada, T. (2014) The relationships between teachers’ instruction of task value, students’ evaluation of task value, and academic coping strategies. the 4th Asian Conference on Psychology and the Behavioral Science. Osaka, Japan.
Grant Support
2021.04 - 2023.03 16th Hakuhodo Research Grant for Child Education, Hakuhodo Foundation
2020.05 - 2021.03 Pache Research Subsidy I-A-2, Nanzan University
2017.04 - 2018.03 Sasakawa Scientific Research Grant, The Japan Science Society
2016.08 - 2018.03 Grant-in-Aid for Research Activity start-up, Japan Society for the Promotion of Science
2015.04 - 2016.03 Grant-in-Aid for JSPS Fellows, Japan Society for the Promotion of Science
2014.07 Travel Grant by the Graduate School of Education and Human Development, Nagoya University
Others
Kera, M. (2020). Chapter 10 Training metacognitive skills in students with availability and production deficiencies: metacognitive skills training and self-regulated learning research in Japan. AERA SSRL Times Magazine, 3 (8), 13-13. [pdf]
Kera, M. (2019). Chapter Review: The Legacy of Robert M. Gagné for Educational Practices in Japan. AERA SSRL Times Magazine, 2 (6), 10. [pdf]