Program Director, Ph.D. of 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 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 board of three journals: Contemporary Educational Psychology, Educational Psychologist, and the Journal of Educational Psychology. In addition, he 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).
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)
Wentzel, K. R, & Miele, D.B. (Eds.). (2016), Handbook of motivation at school (2nd ed.). New York: Routledge.
Miele, D. B., Browman, A. S., Shen, C.*, Vasilyeva, M, & Tyumeneva, Y. A. (in press). Domain-general and math-specific self-perceptions of perseverance as predictors of behavioral math persistence. Journal of Experimental Education.
Miele, D. B., Browman, A. S., & Vasileyeva, M. (2020). Individual differences in students’ effort source beliefs predict their judgments of ability. Motivation Science, 6, 110-132.
Miele, D. B., Scholer, A. A., & Fujita, K. (2020). Metamotivation: Emerging research on the regulation of motivational states. In A. Elliot (Ed.), Advances in Motivation Science (Vol. 7). Cambridge, MA: Academic Press.
Miele, D. B., Nokes-Malach, T. J., & May, S.* (2020). Motivation and the processing of multiple inputs. In D. Lombardi, P. Van Meter, A. List, & P. Kendeou (Eds.), Handbook of Learning from Multiple Representations and Perspectives. New York: Routledge.
Nguyen, T., Carnevale, J. J., Scholer, A. A., Miele, D. B., & Fujita, K. (2019). Metamotivational knowledge of the role of high-level and low-level construal in goal-relevant task performance. Journal of Personality and Social Psychology, 117, 876-899.
Bottema-Beutel, K., Kim, S. Y., & Miele, D. B. (2019). College students’ evaluations and reasoning about exclusion of students with autism and learning disability: Context and goals may matter more than contact. Journal of Autism and Developmental Disorders, 49, 307-323.
Fujita, K., Scholer, A. A., Miele, D. B., & Nguyen, T. (2019). On metamotivation: Consumers’ knowledge of the role of construal level in enhancing regulatory task performance [invited for special issue]. Journal of the Association for Consumer Research, 14, 57-64.
Scholer, A. A., Miele, D. B., Murayama, K., & Fujita, K. (2018). New directions in self-regulation: The role of metamotivational beliefs. Current Directions in Psychological Science, 27, 437– 442.
Miele, D. B., & Scholer, A. A. (in press). The role of metamotivational monitoring in motivation regulation. Educational Psychologist, 53, 1-21. [Featured in an episode of APA Division 15 podcast series]
*†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. [Winner of the 2018 AERA Review of Research Award]
†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.
*Author is or was a graduate student advisee. †Co-first authored.