David B. Miele, Ph.D.

I am an Assistant Professor in the Department of Counseling, Developmental, and Educational Psychology at Boston College. I received my Ph.D. in Psychology from Northwestern University, where I worked primarily with Dan Molden and Wendi Gardner. I completed a postdoc with Janet Metcalfe at Columbia University, where I also worked with Tory Higgins.

My primary research interests are in the area of self-regulated learning. My work in this area has focused on cognitive and motivational differences in how people metacognitively assess their own learning and then use these assessments to control their study.

Contact Information:
Campion Hall, Room 239E
140 Commonwealth Avenue
Chestnut Hill, MA 02467

Phone: 617-552-1593
Fax: 617-552-1981
E-mail: d.miele@bc.edu

Selected Publications:

Miele, D. B.
, Son, L. K., Metcalfe, J. (in press). Children’s naive theories of intelligence influence their metacognitive judgments. Child Development.

Metcalfe, J., Eich, T. S., & Miele, D. B. (in press). Metacognition of agency: Proximal action and distal outcome. Experimental Brain Research.

Eitam, B., Miele, D.B., & Higgins, E.T. (in press). Motivated remembering: Remembering as accessibility and accessibility as motivational relevance. In D. Carlston (Ed.) Handbook of Social Cognition. 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. (PDF)

Miele, D. B., Finn, B., & Molden, D. C. (2011). Does easily learned mean easily remembered? It depends on your beliefs about intelligence. Psychological Science, 22, 320-324. (PDF)

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. (PDF)

Miele, D. B., Molden, D. C., & Gardner, W. L. (2009). Motivated comprehension regulation: Vigilant versus eager metacognitive control. Memory & Cognition, 37, 779-795. (PDF)

Molden, D. C., & Miele, D. B. (2008). The origins and influences of promotion-focused and prevention-focused achievement motivations. In M. Maehr, S. Karabenick, & T. Urdan (Eds.), Advances in Motivation and Achievement: Social Psychological Perspectives on Motivation and Achievement (Vol. 15, pp. 81–118). Bingley, UK: Emerald. (PDF)

Spillane, J., & Miele, D.B. (2007). Evidence in policy and practice: Some conceptual tools for exploring the terrain.  In P. A. Moss (Ed.) 2007 NSSE Yearbook: Evidence and Decision Making (pp. 46-73). Malden, MA: Blackwell.