Faculty Directory

David Miele

Buehler Sesquicentennial Assistant Professor, Applied Developmental & Educational Psychology

Department

CDEP Counseling, Developmental & Educational Psychology

Publications

  • Miele, D.B., & Scholer, A.A. (in press). Self-regulation of motivation. In K.R. Wentzel & D.B. Miele (Eds.), Handbook of motivation at school (2nd ed.). New York: Routledge.
  • Muenks, K., Miele, D.B., & Wigfield, A. (2016).  How students' perceptions of the source of effort influence their ability evaluations of other studetns. Journal of Educational Psychology, 108(3), 438-454.
  • 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(1), 17-38.
  • 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 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.