Faculty Directory

David Miele

Program Director, Applied Developmental & Educational Psychology, Ph.D.

Associate Professor

Photo of David Miele

David Miele

Ph.D.

Contact

Campion Hall Room 239E

Lab website:

Telephone: 617-552-1593

Email: david.miele@bc.edu

ORCID

Education

  • Ph.D., Northwestern University
  • M.S., Northwestern University
  • M.A.., Columbia University
  • B.A.., Columbia University

Courses

Advanced Research in Applied Developmental and Educational Psychology

Seminar on Current Issues in Counseling,聽Applied聽Developmental and Educational Psychology

Motivation, Emotion, and Self-Regulated Learning

Foundations of Social Psychology

Research Interests

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.

Expertise

  • Cognitive and Social Development
  • Formative and Whole Person Education
  • Social & Emotional Development
Curriculum Vitae

Department

CDEP Counseling, Developmental & Educational Psychology

Profile

David Miele is the principal investigator of the聽Motivation, Metacognition, and Learning (MML) Laboratory聽at 艾可直播 College.聽He investigates students鈥� 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.

Recent Grant-Funded Research Projects

2019-2023

, funded by a grant from the Institute of Education Sciences (IES).

2016-2027

Implementing principles from the science of learning within educational practice, funded by a Collaborative Activity Award from the James S. McDonnell Foundation (JSMF)

Recent Publications

Miele, D. B., Fujita, K., & Scholer, A. A. (in press). The role of metamotivational knowledge in the regulation of motivation. Motivation Science.聽

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.聽

Miele, D. B., Rosenzweig, E. Q., & Browman, A. (2024). Motivation. In P. A. Schutz, & K. R. Muis (Eds.), Handbook of educational psychology (4th ed.). Routledge.

Finn, B., Miele, D. B., & Wigfield, A. (2024). Investigating the remembered success effect with elementary and middle school students. Journal of Educational Psychology. Advance online publication.

Fujita, K., Le, P. Q., Scholer, A. A., & Miele, D. B. (2024). The metamotivation approach: Insights into the regulation of motivation and beyond. Social and Personality Psychology Compass, 18(2), e12937.

Hubley, C., Edwards, J., Miele, D. B., & Scholer, A. A. (2024). Metamotivational beliefs about intrinsic and extrinsic motivation. Journal of Personality and Social Psychology, 126(1), 26鈥�57.

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鈥� knowledge of the benefits of high-level and low-level construal. Social Psychological and Personality Science, 14(2), 195鈥�206

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