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Campion大厅239E室
实验室网站: news.yinghuiqibao.com/mmllab
电话:617-552-1593
电子邮件: 大卫.miele@yinghuiqibao.com
ORCID 0000-0001-8280-0797
Advanced 电子游戏正规平台 in Applied Developmental and 教育心理学
Seminar on Current Issues in Counseling, Applied Developmental and 教育心理学
动机, Emotion, and Self-Regulated Learning
Foundations of 社会 Psychology
Self-regulated learning; individual differences in student metacognition 和动力; metacognitive processes involved in the self-regulation of motivation; individual differences in parent and teacher beliefs about student cognition.
大卫德国美诺公司 is the principal investigator of the 动机, Metacognition, and Learning (MML) Laboratory 在电子游戏软件. He investigates students’ beliefs about their ability, 努力, 和动力, and examines how these beliefs influence their engagement in academic tasks. 在最广泛的层面上, he is interested in how students can develop into effective, 独立的学习者.
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. 除了, 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 教育al Psychologist and the Journal of 教育心理学.
2019-2023
Improving Students' Mathematics Experiences: How Does Success Impact Students' Memories, 动机, 和参与?, funded by a grant from the Institute of 教育 Sciences (IES).
Implementing principles from the science of learning within educational practice, funded by a Collaborative Activity Award from the James S. 麦克唐纳基金会(JSMF)
德国美诺公司D. B.日本藤田市., & Scholer,. A. (新闻). The role of metamotivational knowledge in the regulation of motivation. 动机科学.
德国美诺公司D. B.肖勒,A. A.希金斯,E. T. (新闻). Exploring performance tradeoffs associated with qualitatively distinct motivations: A dynamic systems approach. 在D. Carlston, & K. L. 约翰逊(Eds.), The Oxford handbook of social cognition (2nd ed.). New York: Oxford University Press.
德国美诺公司D. B.罗森茨威格,E. Q., & Browman,. (2024). 动机. 在P. A. 舒兹 & K. R. 梅(Eds.), Handbook of educational psychology (4th ed.). 劳特利奇.
芬恩,B.米勒,D. B., & Wigfield,. (2024). Investigating the remembered success effect with elementary and middle school students. Journal of 教育心理学. 提前在线出版.
Fujita K., Le, P. Q.肖勒,A. A., & 德国美诺公司D. B. (2024). The metamotivation approach: Insights into the regulation of motivation and beyond. 社会 and Personality Psychology Compass, 18(2), e12937.
Hubley C.爱德华·J.米勒,D. B., & Scholer,. A. (2024). Metamotivational beliefs about intrinsic and extrinsic motivation. Journal of Personality and 社会 Psychology, 126(1), 26–57.
罗斯,我.阮,T.日本藤田市.米勒,D. B.爱德华,M。., & Scholer,. A. (2023). The relationship between metamotivational knowledge and performance. Frontiers in Psychology, 14, 1124171.
芬恩,B.米勒,D. B., & Wigfield,. (2023). The impact of remembered success experiences on expectancies, values, and perceived costs. Contemporary 教育心理学, 72, 102143.
阮T.肖勒,A. A.米勒,D. B.爱德华,M。. C., & Fujita K. (2023). Predicting academic performance with an assessment of students’ knowledge of the benefits of high-level and low-level construal. 社会 Psychological and Personality Science, 14(2), 195–206