John Nietfeld

Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom

JOURNAL OF EXPERIMENTAL EDUCATION, 91(1), 46–61.

The effect of a distributed metacognitive strategy intervention on reading comprehension

Urban, M., Urban, K., & Nietfeld, J. L. L. (2023, January 26). METACOGNITION AND LEARNING.

Is situational interest a metacognitive risk? An examination of contextual factors in classroom settings

CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 71.

How creative am I?: Examining judgments and predictors of creative performance

THINKING SKILLS AND CREATIVITY, 40.

The Impact of Cooperation and Competition on Metacognitive Monitoring in Classroom Context

JOURNAL OF EXPERIMENTAL EDUCATION, 89(2), 237–258.

Predicting transfer from a game-based learning environment

COMPUTERS & EDUCATION, 146.

The impact of trace data and motivational self-reports in a game-based learning environment

COMPUTERS & EDUCATION, 157.

The Impact of Game-Based Learning Design Features on Reading Comprehension and Interest

PROCEEDINGS OF THE 13TH INTERNATIONAL CONFERENCE ON GAME BASED LEARNING (ECGBL 2019), pp. 1028–1032.

Development and validation of the environmental literacy instrument for adolescents

Environmental Education Research, 25(2), 193–210.

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

Mathematics Education Research Journal, 29(1), 45–72.

Developing a classroom transfer activity for a digital game-based learning environment

Inted2017: 11th international technology, education and development conference, 8179–8185.

Examining the Effects of Task Instructions to Induce Implicit Theories of Intelligence on a Rational Thinking Task A Cross-Cultural Study

ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY, 225(2), 146–156.

Predicting preservice music teachers' performance success in instrumental courses using self-regulated study strategies and predictor variables

MUSIC EDUCATION RESEARCH, 19(2), 123–132.

A comparison of high and low achieving students on self-regulated learning variables

LEARNING AND INDIVIDUAL DIFFERENCES, 45, 228–236.

Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States

JOURNAL OF EDUCATIONAL RESEARCH, 109(4), 360–374.

The impact of integrating a game-based learning environment in classrooms on achievement and motivation

Inted2016: 10th international technology, education and development conference, 4525–4530.

Impact of a Service-Learning-Based Community Nutrition Course on Students’ Nutrition Teaching Self-Efficacy

Journal of Nutrition Education and Behavior, 47(4), S4.

The Development and Validation of the Childhood Obesity Prevention Self-Efficacy (COP-SE) Survey

CHILDHOOD OBESITY, 11(2), 114–121.

The Impact of Metacognitive Instruction on Creative Problem Solving

The Journal of Experimental Education, 83(3), 291–318.

The role of observation in the recall of informational text

International Journal of Educational Research, 69, 88–97.

Designing game-based learning environments for elementary science education: A narrative-centered learning perspective

INFORMATION SCIENCES, 264, 4–18.

Race and teacher evaluations as predictors of algebra placement

Journal for Research in Mathematics Education, 45(3), 288–311.

Self-Regulation and Gender Within a Game-Based Learning Environment

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 106(4), 961–973.

Situational Interest and Informational Text Comprehension: A Game-Based Learning Perspective

In Lecture Notes in Computer Science (pp. 696–699).

A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates

Teaching and Teacher Education, 28(3), 324–335.

The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments

In Intelligent Tutoring Systems (pp. 464–469).

Giftedness and Metacognition: A Short-Term Longitudinal Investigation of Metacognitive Monitoring in the Classroom

GIFTED CHILD QUARTERLY, 55(3), 181–193.

Elementary teachers' use and perception of rewards in the classroom

TEACHING AND TEACHER EDUCATION, 25(6), 843–849.

Using strategy instruction and confidence judgments to improve metacognitive monitoring

Metacognition and Learning, 4(2), 161–176.

The Perceptions of Success Inventory for Beginning Teachers: Measuring its psychometric properties

Teaching and Teacher Education, 24(6), 1551–1563.

A test of theoretical models that account for information processing demands

CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 32(3), 499–515.

The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy

Metacognition and Learning, 1(2), 159–179.

Metacognitive monitoring accuracy and student performance in the postsecondary classroom

Journal of Experimental Education, 74(1), 28-.

An examination of metacognitive strategy use and monitoring skills by competitive middle distance runners

Journal of Applied Sport Psychology, 15(4), 307–320.