Research Projects
My primary line of research involves improving learners’ metacognitive skills within a self-regulated learning framework. This not only involves increasing their calibration between knowing and doing (monitoring accuracy) but also strategy selection and regulation. In order to achieve this goal I have focused on 1) instructional interventions and more recently on 2) technology-based tools that improve these abilities. My work has extended from working with college students in educational psychology to elementary school students in the area of reading comprehension.
Below are links to projects in various stages of development:
Bayesian Pedagogical Agents for Dynamic High-Performance Inquiry-Based Science Learning Environments
Increasing Reading Comprehension Using Metacognitive Strategies program
Monitoring Accuracy and Self-Regulatory Skills by College Students
Huff, J. D., & Nietfeld, J. L. (In Press). Using strategy instruction and confidence judgments to improve metacognitive monitoring skills. Metacognition and Learning.
Cao, L., & Nietfeld, J. L. (2007). Examining the multiplicative relations among achievement goals, strategy use, and class performance in educational psychology. Teaching Educational Psychology, 2, 1-20.
Cao, L., & Nietfeld, J.L. (2007). College students’ metacognitive awareness of difficulties in learning the class content does not automatically lead to adjustment of study strategies. Australian Journal of Educational and Developmental Psychology, 7, 31-46.
Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance and monitoring accuracy. Metacognition and Learning, 2, 159-179.
Nietfeld, J. L., Enders, C. K., & Schraw, G. (2006). A Monte Carlo comparison of two measures of monitoring accuracy. Educational and Psychological Measurement, 66, 258-271.
Nietfeld, J. L., Cao, L., & Osborne, J.W. (2005). Metacognitive monitoring accuracy and student performance in the classroom. Journal of Experimental Education, 74(1), 7-28.
Cao, L. and Nietfeld J.L. (2005, Feb 05). Judgment of Learning, Monitoring Accuracy, and Student Performance in the Classroom Context. Current Issues in Education [On-line], 8(4). Available: http://cie.ed.asu.edu/volume8/number4/
Nietfeld, J. L., & Enders, C. K. (2003, March 17). An examination of student teacher beliefs: Interrelationships between hope, self-efficacy, goal-orientations, and beliefs about learning. Current Issues in Education [On-line], 6(5). Available: http://cie.ed.asu.edu/volume6/number5/
Nietfeld, J. L., & Bosma, A. (2003). Examining the self-regulation of impulsive and reflective response styles on academic tasks. Journal of Research in Personality, 32, 118-140.
Nietfeld, J. L. (2003). An examination of metacognitive strategy use and monitoring skills by competitive middle distance runners. The Journal of Applied Sport Psychology, 15, 307-320.
Nietfeld, J. L., & Schraw, G. (2002). The role of knowledge and strategy training on metacognitive monitoring.The Journal of Educational Research, 95, 131-142.
Schraw, G., & Nietfeld, J. (1998). A further test of the general monitoring skill hypothesis. Journal of Educational Psychology, 90(2), 236-248.
Hoffmann, K. L., Huff, J. D., Patterson, A. S., & Nietfeld, J. L. (In Press). Elementary Teachers’ Use and Perceptions of Rewards in the Classroom. Teaching and Teacher Education.
Corbell, K. A., Reiman, A. J., Nietfeld, J. L. (2008). The Perceptions of Success Inventory for Beginning Teachers: Measuring its psychometric properties. Teaching and Teacher Education, 24, 1551-1563.
Nietfeld, J. L., Finney, S. J., Schraw, G., & McCrudden, M. T. (2007). A test of theoretical models that account for information processing demands. Contemporary Educational Psychology, 32, 499-515.
Nietfeld, J. L. & Hunt, A. A.(2005, February 05). Elementary and Pre-Service Teachers' Strategies for Working with Students with Hyperactivity, Current Issues in Education [On-line], 8(2). Available: http://cie.ed.asu.edu/volume8/number2/
Wilkens, T., & Nietfeld, J. L. (2004). The effect of a school-wide inclusion training programme upon teachers’ attitudes about inclusion. Journal of Research in Special Education Needs, 4(3), 115-121.
Nietfeld, J. L. and Cao, L. (2003, June 19). Examining instructional strategies that promote pre-service teachers' personal teaching efficacy. Current Issues in Education [On-line], 6(11). Available: http://cie.ed.asu.edu/volume6/number11/
Singletary, M. L., & Nietfeld, J. L. (2002). Why are standardized tests scores so low in Georgia? Factors effecting achievement across states. GATEways to Teacher Education, 15(1), 45-62.
Nietfeld, J. L. (2002). Beyond concept maps: Using schema representations to assess pre-service teacher understanding of effective instruction. The Professional Educator, 25(1), 15-27.
Survey for CI8 N.Z. CI First, Post for CI
Survey for CI8 N.Z. CI First, Post for PP
Survey for CI8 N.Z. PP First, Post for PP
Survey for CI8 N.Z. PP First, Post for CI
Survey for CI8 N.Z. Transfer Task