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Lynch School of Education

David Miele

Buehler Sesquicentennial assistant professor
counseling, developmental, and educational psychology department

Dr. David Miele


Campion Hall
Room 239E


Curriculum Vitae (PDF)


Ph.D. in Social Psychology, Northwestern University



Self-regulated learning; individual differences in student metacognition and motivation; metacognitive processes involved in the self-regulation of motivation; individual differences in parent and teacher beliefs about student cognition.




Implementing Principles from the Science of Learning within Educational Practice, funded by James S. McDonnell Foundation. 



 *†Muenks, K., & Miele, D. B. (in press). Students’ thinking about effort and ability: The role of developmental, contextual, and individual difference factors. Review of Educational Research.

†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 Cognition31, 126-138.

Miele, D.B., & Wigfield, A. (2014). Quantitative and qualitative differences in motivation for 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 accessibliity and accessibility as motivational relevance. In D. Carlston (Ed.) Handbook of social cognition (pp. 463-475).  New York:  Oxford University Press. 

Miele, D.B., Wager, T.D., Mitchell, J.P., & Metcalfe, J. (2011). Dissociating neural correlates of action monitoring and metacognition of agency. Journal of Cognitive Neuroscience, 23, 3620-3636. 

Miele, D.B., Finn, B., & Molden, D.C. (2011). Does easily lerned mean easily remembered?  It depends on your beliefs about intelligence.  Psychological Science, 22, 310-324.

Miele, D.B., & Molden, D.C. (2010). Naive theories of intelligence and the role of processing fluency in perceived comprehension. Journal of Experimental Psychology: General, 139, 535-557.

Miele, D.B., Molden, D.C., & Gardner, W.L. (2009). Motivated comprehension regulation:  Vigilant versus eager metacognitive control. Memory & Cognition, 37, 779-795.


*Author is a graduate student advisee. †Co-first authored.



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