Profile

　　　Suzuki Masayuki,　Ph.D.

　Affiliation:
　　Yokohama National University, College of Education
　Research Interests:
　　Evaluation, Test, Learning strategy, Learning motivation,
　　Competitiveness, Competitive situation, Social comparison
　Degrees:
　　2008 B.A.　Psychology, Sophia University
　　2010 M.A.　Education, Tokyo University
　　2013 Ph.D. Education, Tokyo University
　Academic Positions：
　　2010/04-2013/03　Research Fellow (DC1), Japan Society for the
　　　　　　 　　　　　　 Promotion of Science
　　2013/04-2015/03　Project Researcher，National Institute of Infomatics
　　2015/04-2016/03　Assistant Professor，Showa Women's University
　　2016/04-2018/03　Lecturer，Yokohama National University
　　2018/04-　 　　　　Associate Professor，Yokohama National University
　　2020/04-　 　　　　The United Graduate School of Education
　　　　　　 　　　　　　 Tokyo Gakugei University
　

Peer-Review Articles written in English

  • Fukaya, T., Fukuda, M., & Suzuki, M. (2024). Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers. Frontiers in Education, 8:1276439.
  • Fukaya, T., Suzuki, M., Ozawa, I., & Nakagoshi, T. (2022). An examination of related factors of mathematical pedagogical content knowledge in elementary school teachers: Focusing on conceptions of teaching and learning and test utilization strategy. SAGE Open.
  • Uesaka, Y., Suzuki, M., & Ichikawa, S. (2022). Analyzing students’ learning strategies using item response theory: Toward assessment and instruction for self-regulated learning. Frontiers in Education, 7:921844.
  • Suzuki, M., & Tonegawa, A. (2022). Development of the Japanese version of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES-J). Japanese Psychological Research, 64(1), 40-52.
  • Suzuki, M., & Akasaka, K. (2018). Do emotions after receiving test results predict review activities? An intra-individual analysis. Japanese Psychological Research, 60(1), 1-12.
  • Suzuki, M., & Sun, Y. (2017). Effects of students' perceptions of test value and motivation for learning on learning strategy use in mathematics. In E. Manalo, Y. Uesaka, and C. Chinn (Eds.) Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer (pp.123-139). London & New York: Routledge.
  • Murayama, K., Pekrun, R., Suzuki, M., Marsh, H. W., & Lichtenfeld, S. (2016). Don't aim too high for your kids: Parental over-aspiration undermines students' learning in mathematics. Journal of Personality and Social Psychology, 111(5), 766-779.
  • Suzuki, M., Toyota, T., & Sun, Y. (2015). How learners use feedback information: Effects of social comparative information and achievement goals. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 2308-2313). Austin, TX: Cognitive Science Society.
  • Fujita, A., Suzuki, M., & Arai, N. (2014). Cognitive model of generic skill: Cognitive processes in search and editing.　In P. Bello., M. Guarini., M. McShane., & B. Scassellati. (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp.2234-2239).
  • Sun, Y., Suzuki, M., & Toyota, T. (2013). Designing effective feedback for cognitive diagnostic assessment in web-based learning environment. In L. H. Wong, C. Liu, T. Hirashima, & P. Sumedi (Eds.), Proceedings of the 21st International Conference on Computers in Education (pp.115-120).
  • Sun, Y., & Suzuki, M. (2013). Diagnostic assessment for improving teaching practice. International Journal of Information and Education Technology, 3(6), 607-610.
  • Suzuki, M. (2013). Exploring the mechanism of the effects of presenting a rubric and fact patterns. Educational Technology Research, 36, 1-9.
  • Sun, Y., Suzuki, M., & Kakinuma, S. (2012). Effective feedback for self-regulated learning: Applying cognitive diagnostic assessment. Advances in Education Research, 7(1), 140-145.
  • Suzuki, M., Tanaka, E., Murayama, K., & Ichikawa, S. (2011). Classification of efficient calculation problems and the effect of instruction using an abstract strategy. Educational Technology Research, 34, 75-83.

Peer-Review Articles written in Japanese

  • Hashimoto, S., & Suzuki, M. (2024). Relationship between the actual use and perceived effectiveness of learning strategies: Learning strategies for daily studying and examinations.　Japan Journal of Educational Technology, 48(1).
  • Hashimoto, S., Suzuki, M., & Tonegawa, A. (2023). Reciprocal relations between elementary school students’ achievement emotions and learning strategies.　The Japanese Journal of Behaviormetrics, 50(1), 19-32.
  • Aoshima, H., & Suzuki, M. (2022). Development of the Japanese version of the Learning Climate Questionnaire (LCQ-J). Japan Journal of Educational Technology, 46(1), 91-101.
  • Kawanaka, S., & Suzuki, M. (2022). Relationship between learning motivation and motivation for school-based extracurricular activities. Japan Journal of Educational Technology, 46(1), 65-78.
  • Suzuki, M., & Aramata, Y. (2021). Relation between students’ motivation and instructors’ leadership in school-based extracurricular activities. The Japanese Journal of Psychology, 92(1), 1-11.
  • Nishimura, T., Komura, K., & Suzuki, M. (2018). Perceived functions of studying for high school entrance examination: Relations with academic performance and depressive mood. The Japanese Journal of Psychology, 89(5), 500-506.
  • Bise, M., Ito, T., & Suzuki, M. (2018). Do students use learning strategies that have been taught? An intra-individual analysis. Japan Journal of Educational Technology, 42(2), 129-139.
  • Suzuki, M. (2018). Trends and future perspectives in measurement, evaluation, and research methods for educational psychology: The use of statistical analysis for developing evaluation literacy.　The Annual Report of Educational Psychology in Japan, 57, 136-154.
  • Bise, M., Ito, T., & Suzuki, M. (2017). Teaching of reading strategies and students' motivation to learn English. Japan Journal of Educational Technology, 41(Suppl.), 105-108.
  • Onoda, R., & Suzuki, M. (2017). The effects of counterarguments and refutations on evaluation of writing arguments: Focusing on variability of themes and evaluation methods. Japanese Journal of Educational Psychology, 65(4), 433-450.
  • Suzuki, M., & Ichikawa, S. (2016). The effects of instruction about strategies for efficient calculation. The Japanese Journal of Psychology, 87(2), 191-197.
  • Suzuki, M., Nishimura, T., & Sun, Y. (2015). Relation between changes in academic motivation and students' perception of test value. Japanese Journal of Educational Psychology, 63(4), 372-385.
  • Suzuki, M., Toyota, T., Yamaguchi, K., & Sun, Y. (2015). On the utility of cognitive diagnostic models: Application to the Kyoukenshiki standardized achievement test NRT. Japanese Journal for Research on Testing, 11, 81-97.
  • Suzuki, M. (2014). Relation between views of competitions on university entrance examinations, motivation for learning , anxiety and learning dispositions. Japanese Journal of Educational Psychology, 62(3), 226-239.
  • Uesaka, Y., Suzuki, M., Kiyokawa, S., Seo, M., & Ichikawa, S. (2014). Using COMPASS (Componential Assessment) to reveal Japanese students' actual competence in the fundamentals of mathematics: Is it true that "students are generally fine with the fundamentals, and that the problems exist only in applications"? Japan Journal of Educational Technology, 37(4), 397-417.
  • Suzuki, M., & Muto, S.　(2013).　Influence of social comparison with an average student on the formation of academic self-concept in high-ability high school students. The Japanese Journal of Personality, 21(3), 291-302.
  • Suzuki, M.　(2012).　Relation between values of a test and the method of testing: Focusing on informed assessment and the contents of tests. Japanese Journal of Educational Psychology, 60(3), 272-284.
  • Suzuki, M.　(2012).　Relationship between values of a test and strategies in learning for and reviewing a test: Test approach-avoidance tendency as a mediator. Japanese Journal for Research on Testing, 8, 19-30.
  • Suzuki, M.　(2011).　Effects of a rubric: Values of a test, motivation for learning and learning strategies. Japanese Journal of Educational Psychology, 59(2), 131-143.
  • Suzuki, M.　(2011).　How learning strategies are affected by the attitude toward tests: Using competence as a moderator. Japanese Journal for Research on Testing, 7, 51-65.

International Conference

  • Hashimoto, S., ＆ Suzuki, M. (2022). The effect of the perceived effectiveness on learning strategy use in daily study and exam period. 10th International Biennial Conference of EARLI SIG 16 Metacognition, Online conference.
  • Arai, S., Suzuki, M., Suetsugu, R., & Yamamura, S. (2018). Relationships between learning strategy for entrance examinations and subjects of the entrance examinations. 11th International Test Commission Conference, Montreal, Canada.(Le Centre Sheraton, July)
  • Suzuki, M., & Akasaka, K. (2016). The relation between emotions after receiving test results and learners' review activities. 31st International Congress of Psychology, Yokohama, Japan.（PACIFICO Yokohama, July）
  • Uesaka, Y., Suzuki, M., Wang, M., & Ichikawa, S. (2015). Developmental order of learning strategy use: IRT analysis of data from Japan and China. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus.（the Cyprus University of Technology, August）
  • Suzuki, M., Toyota, T., & Sun, Y. (2015). How learners use feedback information: Effects of social comparative information and achievement goals. 37th Annual Meeting of the Cognitive Science Society, Pasadena, California, USA.(Pasadena Convention Center, July)
  • Fujita, A., Suzuki, M., & Arai, N. (2014). Cognitive model of generic skill: Cognitive processes in search and editing.　36th Annual Meeting of the Cognitive Science Society, Quebec, Canada.(Convention Center in Quebec City, July)
  • Suzuki, M., & Sun, Y. (2014). Influence of perception of test value and motivation on learning strategies use in math.　28th International Congress of Applied Psychology, France, Paris.(Le Palais des Congres de Paris, July)
  • Tanaka, Y., Suzuki, M., Sun, Y., Koyasu, M., Michita, Y., Hayashi, H., Hirayama, R., & Kusumi, T. (2014). Understanding critical thinking ability by using cognitive diagnostic assessment approach.　Annual Meeting of the American Educational Research Association 2014 (AERA 2014), Philadelphia, USA.（Pennsylvania Convention Center, April）
  • Sun, Y., Suzuki, M., & Toyota, T. (2013). Designing effective feedback for cognitive diagnostic assessment in web-based learning environment. 21st International Conference on Computers in Education, Bali, Indonesia.
  • Suzuki, M. (2013). Relationship between values of a test and learning strategies: Using test approach-avoidance tendency as a mediator and competence as a moderator. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, Germany.
  • Sun, Y. & Suzuki, M. (2013). Diagnostic assessment for improving teaching practice. 5th International Conference on Education Technology and Computer, Male, Maldives.
  • Suzuki, M. (2012). Exploring the mechanism of the effects of presenting a rubric and fact patterns. 3rd Meeting of the EARLI SIG 18 Educational Effectiveness, Zurich, Switzerland.
  • Suzuki, M. (2012). Relationship between values of a test and the method of conducting a test. 30th International Congress of Psychology, Cape Town, South Africa.
  • Suzuki, M. (2011). Effects of rubric: Focusing on values of test, learning motivation and strategy. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Exeter, U.K.

Honors and Awards

  • 2009 Best Presentation Award, The Japan Association for Research on Testing
  • 2012 Kido Best Paper Award for Young Researcher, Japanese Association of Educational Psychology
  • 2013 Distinguished Paper Award, Japanese Association of Educational Psychology
  • 2013 Excellent Paper Awards, International Conference on Education Technology and Computer
  • 2016 Best Presentation Award, Japan Society for Research on Emotions
  • 2016 Distinguished Paper Award, Japanese Association of Educational Psychology
  • 2019 Distinguished Young Researcher Award, Yokohama National University

Grant Supports

  • 2010/04-2013/03 Grant-in-Aid for JSPS Fellows (DC1), Japan Society for the Promotion of Science
  • 2013/04-2014/03 8th Hakuho Research Grant for Child Education, Hakuho Foundation
  • 2013/08-2015/03 Grant-in-Aid for Research Activity start-up, Japan Society for the Promotion of Science
  • 2015/04-2018/03 Grant-in-Aid for Young Scientists (B), Japan Society for the Promotion of Science
  • 2015/04-2018/03 Grant-in-Aid for Scientific Research (B, Co-Investigator), Japan Society for the Promotion of Science
  • 2015/04-2019/03 Grant-in-Aid for Scientific Research (A, Co-Investigator), Japan Society for the Promotion of Science
  • 2016/04-2021/03 Grant-in-Aid for Scientific Research (A, Co-Investigator), Japan Society for the Promotion of Science
  • 2019/04-2022/03 Grant-in-Aid for Young Scientists, Japan Society for the Promotion of Science
  • 2019/04-2023/03 Grant-in-Aid for Scientific Research (B, Co-Investigator), Japan Society for the Promotion of Science
  • 2019/04-2023/03 Grant-in-Aid for Scientific Research (A, Co-Investigator), Japan Society for the Promotion of Science
  • 2020/04-2024/03 Grant-in-Aid for Scientific Research (B, Co-Investigator), Japan Society for the Promotion of Science