Recent Publications
Edited Book:
Wentzel, K. R, & Miele, D.B. (Eds.). (2016), Handbook of motivation at school (2nd ed.). New York: Routledge.
Articles:
2022
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.
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., Scholer, A. A., Miele, D. B., Edwards, M. C., & Fujita, K. (2022). Predicting academic performance with an assessment of students’ knowledge of the benefits of high-level and low-level construal. Social Psychological and Personality Science, 19485506221090052.
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.
2021
Finn, B., & Miele, D. B. (2021). Boundary conditions of the remembered success effect. Journal of Applied Research in Memory and Cognition, 10(4), 621–641.
2020
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.
2019
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.
2018
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. (2018). The role of metamotivational monitoring in motivation regulation. Educational Psychologist, 53, 1-21. [Featured in an episode of APA Division 15 podcast series]
2017
*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.
2016
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, 438-454.
*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, 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.
2015
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.
2014
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.
2013
Miele, D. B., Son, L. K., Metcalfe, J. (2013). Children’s naive theories of intelligence influence their metacognitive judgments. Child Development, 84, 1879–1886.
*Author was a graduate student advisee at the time the work was conducted.
Wentzel, K. R, & Miele, D.B. (Eds.). (2016), Handbook of motivation at school (2nd ed.). New York: Routledge.
Articles:
2022
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.
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., Scholer, A. A., Miele, D. B., Edwards, M. C., & Fujita, K. (2022). Predicting academic performance with an assessment of students’ knowledge of the benefits of high-level and low-level construal. Social Psychological and Personality Science, 19485506221090052.
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.
2021
Finn, B., & Miele, D. B. (2021). Boundary conditions of the remembered success effect. Journal of Applied Research in Memory and Cognition, 10(4), 621–641.
2020
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.
2019
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.
2018
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. (2018). The role of metamotivational monitoring in motivation regulation. Educational Psychologist, 53, 1-21. [Featured in an episode of APA Division 15 podcast series]
2017
*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.
2016
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, 438-454.
*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, 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.
2015
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.
2014
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.
2013
Miele, D. B., Son, L. K., Metcalfe, J. (2013). Children’s naive theories of intelligence influence their metacognitive judgments. Child Development, 84, 1879–1886.
*Author was a graduate student advisee at the time the work was conducted.