Recent Publications

Edited Book:

  • Wentzel, K. R, & Miele, D.B. (Eds.). (2016), Handbook of motivation at school (2nd ed.). New York: Routledge.


  • Miele, D. B., Fujita, K., & Scholer, A. A. (in press). The role of metamotivational knowledge in the regulation of motivation. Motivation Science.
  • Miele, D. B., Rosenzweig, E. Q., & Browman, A. (in press). Motivation. Handbook of educational psychology (4th ed.). New York: Routledge.
  • 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.
  • 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), 26–57.


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

​ 2022

  • Jansen, E. J., Miele, D. B., Fujita, K., & Scholer, A. A. (2022). Managing the motivation of others: Do managers recognize how to manage regulatory focus in subordinates? Motivation Science, 8(4), 330–345.
  • 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 Psychology25(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 Education90(3), 593–614.
  • 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 Bulletin48(5), 807–820.


  • Finn, B., & Miele, D. B. (2021). Boundary conditions of the remembered success effect. Journal of Applied Research in Memory and Cognition10(4), 621–641.


  • 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 Psychology117, 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. (2018). 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.


  • 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.


  • 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.


  • 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.


  • 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.

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