Lechner, C., Gauly, B., Miyamoto, A., & Wicht, A. (in press). Stability and change in adults’ literacy and numeracy skills: Evidence from two large-scale panel studies. Personality and Individual Differences.
Wicht, A., Miyamoto, A., & Lechner, C. (2021). Are girls more ambitious than boys? Gender differences in adolescents‘ occupational aspirations and their possible mechanisms. Journal of Career Development. https://doi.org/10.1177/0894845321991665
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, 63. https://doi.org/10.1016/j.cedpsych.2020.101921
Miyamoto, A & Wicht, A. (2020). Developmental trajectories of the socioeconomic status of occupational aspirations during adolescence Journal of Adolescence, 84, 26‒35. doi:10.1016/j.adolescence.2020.08.001
Lechner, C., 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. https://doi.org/10.1016/j.intell.2019.101378
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, 1–16. https://doi.org/10.1080/10888438.2019.1602836
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). https://doi.org/10.1080/1369183X.2018.1538772
