Buehler Sesquicentennial Associate Professor, Applied Developmental & Educational Psychology
David Miele is the principal investigator of the Motivation, Metacognition, and Learning (MML) Laboratory at Boston College. He investigates students’ beliefs about their ability, learning, and motivation, and examines how these beliefs influence their engagement in academic tasks. At the broadest level, he is interested in what it takes for students to become effective, independent learners.
Though much of his research has examined the motivation of college students, he is also interested in the developmental period of late elementary school (third to fifth grade). In addition, he has conducted research with parents and teachers in order to better understand how their beliefs influence the ways in which they support the learning of elementary school students.
Miele currently serves on the editorial board of three journals: Contemporary Educational Psychology, Educational Psychologist, and Journal of Applied Research in Memory and Cognition. In addition, he recently served as program co-chair of Division C, Section 2a (Cognitive and Motivational Processes) of the American Educational Research Association (AERA) for two years (2015-2017).
Implementing principles from the science of learning within educational practice, funded by a Collaborative Activity Award from the James S. McDonnell Foundation (JSMF)
Wentzel, K. R, & Miele, D.B. (Eds.). (2016), Handbook of motivation at school (2nd ed.). New York: Routledge.
Miele, D. B., & Scholer, A. A. (in press). The role of metamotivational monitoring in motivation regulation. Educational Psychologist.
*†Muenks, K., & Miele, D. B. (2017). Students’ thinking about effort and ability: The role of developmental, contextual, and individual difference factors. Review of Educational Research, 87, 707-735.
†Scholer, A. A., & Miele, D. B. (2016). The role of metamotivation in creating task-motivation fit. Motivational Science, 2, 171-197.
*Shen, C., Miele D. B., Vasilyeva M. (2016). The relation between college students’ academic mindsets and their persistence during math problem solving. Psychology in Russia: State of the Art, 9, 38-56.
*Muenks, K., Miele, D. B., & Wigfield, A. (2016). How students’ perceptions of the source of effort influence their ability evaluations of other students. Journal of Educational Psychology, 108, 438.
*†Rosenzweig, E. Q., & Miele, D. B. (2016). Do you have an opportunity or an obligation to score well? The influence of regulatory focus on academic test performance. Learning and Individual Differences, 45, 114-127.
Finn, B., & Miele, D. B. (2016). Hitting a high note on math tests: Remembered success Influences test preferences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 17-38.
Miele, D. B., & Scholer, A. A. (2016). Self-regulation of motivation. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed.). New York: Routledge.
Wentzel, K. R., & Miele, D. B. (2016). Overview. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed.). New York: Routledge.
*Muenks, K., Miele, D. B., Rowe, M. L., Ramani, G. B., & Stapleton, L. M. (2015). Parental beliefs about the fixedness of ability. Journal of Applied Developmental Psychology, 41, 78-89.
Zalla, T., & Miele, D. B., Leboyer, M., & Metcalfe, J. (2015). Metacognition of agency and theory of mind in adults with high functioning autism. Consciousness and Cognition, 31, 126-138.
Miele, D. B., & Wigfield, A. (2014). Quantitative and qualitative relations between motivation and critical-analytic thinking. Educational Psychology Review, 26, 519-541.
Kennedy, P., Miele, D. B., & Metcalfe, J. (2014). The cognitive antecedents and motivational consequences of the feeling of being in the zone. Consciousness and Cognition, 30, 48–61.
Metcalfe, J., & Miele, D. B. (2014). Hypercorrection of high confidence errors: Prior testing both enhances delayed performance and blocks the return of the errors. Journal of Applied Research in Memory and Cognition, 3, 189-197.
Miele, D. B., Son, L. K., Metcalfe, J. (2013). Children’s naive theories of intelligence influence their metacognitive judgments. Child Development, 84, 1879–1886.
Metcalfe, J., Eich, T. S., & Miele, D. B. (2013). Metacognition of agency: Proximal action and distal outcome. Experimental Brain Research, 229, 485-496.
Eitam, B., Miele, D.B., & Higgins, E.T. (2013). Motivated remembering: Remembering as accessibility and accessibility as motivational relevance. In D. Carlston (Ed.) Handbook of social cognition (pp. 463-475). New York: Oxford University Press.
*Author is or was a graduate student advisee. †Co-first authored.