David B. Miele
Boston College
Publications 22
#1Tina Nguyen (OSU: Ohio State University)H-Index: 1
#2Jessica J. Carnevale (State University of New York at Purchase)H-Index: 5
Last.Kentaro Fujita (OSU: Ohio State University)H-Index: 21
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Metamotivation research suggests that people may be able to modulate their motivational states strategically to secure desired outcomes (Scholer & Miele, 2016). To regulate one’s motivational states effectively, one must at minimum understand (a) which states are more or less beneficial for a given task and (b) how to instantiate these states. In the current article, we examine to what extent people understand the self-regulatory benefits of high-level versus low-level construal (i.e., motivatio...
1 CitationsSource
#1David B. MieleH-Index: 10
Last.Marina VasilyevaH-Index: 22
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#1Kristen Bottema-Beutel (BC: Boston College)H-Index: 10
#2So Yoon Kim (BC: Boston College)H-Index: 2
Last.David B. Miele (BC: Boston College)H-Index: 10
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This study used mixed-effects logistic regression to examine undergraduates’ (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, a...
3 CitationsSource
AbstractSelf-regulation research typically focuses on the modulation of thoughts, feelings, and behavior to achieve desired ends. We propose that understanding the regulation of the underlying motivational orientations that drive these reactions is a critical yet underappreciated research question. We review research on metamotivation—people’s understanding and goal-directed regulation of their motivational states. A central metamotivational challenge is identifying the type and amount of motiva...
1 CitationsSource
#1Abigail A. Scholer (UW: University of Waterloo)H-Index: 16
#2David B. Miele (BC: Boston College)H-Index: 10
Last.Kentaro Fujita (OSU: Ohio State University)H-Index: 21
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Research on self-regulation has primarily focused on how people exert control over their thoughts, emotions, and behavior. Less attention has been paid to the ways in which people manage their motivational states in the service of achieving valued goals. In this article, we explore an emerging line of research that focuses on people’s beliefs about their own motivation (i.e., their metamotivational knowledge), as well as the influence these beliefs have on their selection of regulatory strategie...
7 CitationsSource
#1David B. Miele (BC: Boston College)H-Index: 10
#2Abigail A. Scholer (UW: University of Waterloo)H-Index: 16
This article builds on existing models of motivation regulation in order to examine how students identify and address motivational deficits (e.g., not enough motivation or not the right type of motivation). Integrating perspectives from the achievement motivation, metacognition, and emotion regulation literatures, we propose that metamotivational processes play an essential role in students' monitoring of their motivational states. By emphasizing the ways in which students monitor not only the q...
12 CitationsSource
Students’ thinking about the relation between effort and ability can influence their motivation, affect, and academic achievement. Students sometimes think of effort as inversely related to ability (such that people with low ability must work harder than people with high ability) and other times think of effort as positively related to ability (such that hard work can lead people to develop high levels of ability). The purposes of the present review are (a) to review literature on developmental,...
11 CitationsSource
#1Katherine MuenksH-Index: 8
#2David B. MieleH-Index: 10
Last.Meredith L. RoweH-Index: 28
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The goal of the present studies was to examine whether students’ reasoning about the relation between levels of effort and ability is influenced by the perceived source of an individual’s effort. Two sources of others’ effort were examined: task-elicited effort, or effort due primarily to the subjective difficulty of the task, and self-initiated effort, or effort determined by students’ own motivation. In 3 studies, undergraduate participants responded to vignettes in which they were asked to ma...
6 Citations
#1David B. MieleH-Index: 10
#2Abigail A. ScholerH-Index: 16
4 CitationsSource