Program Director, Applied Developmental & Educational Psychology, Ph.D.
Associate Professor
Campion Hall Room 239E
Lab website: www.bc.edu/mmllab
Telephone: 617-552-1593
Email: david.miele@bc.edu
ORCID 0000-0001-8280-0797
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.
David Miele is the principal investigator of the Motivation, Metacognition, and Learning (MML) Laboratory at Boston College. He investigates students’ beliefs about their ability, effort, and motivation, and examines how these beliefs influence their engagement in academic tasks. At the broadest level, he is interested in how students can develop into effective, independent learners.
Though much of his research has examined the motivation of college students, he is also interested in the learning and development of elementary school students. 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 students at this age. Miele currently serves on the editorial boards of Educational Psychologist and the Journal of Educational Psychology.
2019-2023
Improving Students' Mathematics Experiences: How Does Success Impact Students' Memories, Motivation, and Engagement?, funded by a grant from the Institute of Education Sciences (IES).
Implementing principles from the science of learning within educational practice, funded by a Collaborative Activity Award from the James S. McDonnell Foundation (JSMF)
Finn, B., Miele, D. B., Wigfield, A. L. (in press). Investigating the remembered success effect with elementary and middle school students. Journal of Educational Psychology.
Miele, D. B., Rosenzweig, E. Q., & Browman, A. (in press). Motivation. Handbook of educational psychology (4th ed.). New York: Routledge.
Miele, D. B., Scholer, A. A., Higgins, E. T. (in press). Exploring performance tradeoffs associated with qualitatively distinct motivations: A dynamic systems approach. In D. Carlston, & K. L. Johnson (Eds.) The Oxford handbook of social cognition (2nd ed.). New York: Oxford University Press.
Hubley, C., Edwards, J., Miele, D. B., & Scholer, A. A., (2023). Metamotivational beliefs about intrinsic and extrinsic motivation. Journal of Personality and Social Psychology. Advance online publication.
Ross, J., Nguyen, T., Fujita, K., Miele, D. B., Edwards, M., & Scholer, A. A. (2023). The relationship between metamotivational knowledge and performance. Frontiers in Psychology, 14, 1124171.
Finn, B., Miele, D. B., & Wigfield, A. (2023). The impact of remembered success experiences on expectancies, values, and perceived costs. Contemporary Educational Psychology, 72, 102143.
Nguyen, T., Scholer, A. A., Miele, D. B., Edwards, M. C., & Fujita, K. (2023). Predicting academic performance with an assessment of students’ knowledge of the benefits of high-level and low-level construal. Social Psychological and Personality Science, 14(2), 195–206.
Jansen, E. J., Miele, D. B., Fujita, K., & Scholer, A. A. (2022). Managing the motivation of others: Do managers recognize how to manage regulatory focus in subordinates? Motivation Science, 8(4), 330–345.
Miele, D. B., Browman, A. S., Shen, C., Vasilyeva, M., & Tyumeneva, Y. A. (2022). Domain-general and math-specific self-perceptions of perseverance as predictors of behavioral math persistence. The Journal of Experimental Education, 90(3), 593–614.
Nguyen, T., Togawa, T., Scholer, A. A., Miele, D. B., & Fujita, K. (2022). A cross-cultural investigation of metamotivational beliefs about regulatory focus task-motivation fit. Personality and Social Psychology Bulletin, 48(5), 807–820.
Browman, A. S., Destin, M., & Miele, D. B. (2022). Perception of economic inequality weakens Americans’ beliefs in both upward and downward socioeconomic mobility. Asian Journal of Social Psychology, 25(1), 35–51.