@article{spencer_nietfeld_cao_difrancesca_2023, title={Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom}, volume={91}, ISSN={["1940-0683"]}, DOI={10.1080/00220973.2021.1897773}, abstractNote={Abstract Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL components in isolation yet the field is lacking in understanding their coordination. This study examined the relationship between metacognitive monitoring and causal attributions in a classroom setting over the duration of an academic semester. Undergraduates (N = 193) enrolled in an educational psychology course provided monitoring judgments before and after four tests and also rated their attributional responses after each test. A number of interesting findings emerged. Attributions were not found to be significant predictors of subsequent judgments of monitoring accuracy. Monitoring accuracy measured with an absolute accuracy index yielded minimal significant relationships with attributional dimensions yet a prediction bias index was found to be associated with locus of causality, stability, and personal control and postdiction bias with external control, stability, and personal control. Finally, internal attributions led to higher performance, supporting prior literature, however more stable attributions were also related to higher performance, a finding not supported by prior literature. Findings and implications are discussed with regard to the facilitation of effective academic self-regulation.}, number={1}, journal={JOURNAL OF EXPERIMENTAL EDUCATION}, author={Spencer, Dan and Nietfeld, John L. and Cao, Li and Difrancesca, Daniell}, year={2023}, month={Jan}, pages={46–61} }
 @article{urban_urban_nietfeld_2023, title={The effect of a distributed metacognitive strategy intervention on reading comprehension}, ISSN={["1556-1631"]}, DOI={10.1007/s11409-023-09334-1}, journal={METACOGNITION AND LEARNING}, author={Urban, Marek and Urban, Kamila and Nietfeld, John L. L.}, year={2023}, month={Jan} }
 @article{nietfeld_hoffmann_2023, title={The impact of goal assignment in a game-based learning environment}, ISSN={["1365-2729"]}, DOI={10.1111/jcal.12919}, abstractNote={Abstract}, journal={JOURNAL OF COMPUTER ASSISTED LEARNING}, author={Nietfeld, John L. and Hoffmann, Kristin F.}, year={2023}, month={Dec} }
 @article{syal_nietfeld_2022, title={Is situational interest a metacognitive risk? An examination of contextual factors in classroom settings}, volume={71}, ISSN={["1090-2384"]}, DOI={10.1016/j.cedpsych.2022.102109}, abstractNote={• Situational interest (SI) can predict inaccuracies in metacognitive monitoring. • 365 fifth graders read a weekly text for 26 weeks, and provided confidence and interest ratings. • SI predicted better calibration; yet a bias towards overconfidence was seen. • SI predicted accurate monitoring the more students engaged in distributed practice. • SI associated with poorer monitoring outcomes on expository texts.}, journal={CONTEMPORARY EDUCATIONAL PSYCHOLOGY}, author={Syal, Samira and Nietfeld, John L.}, year={2022}, month={Oct} }
 @article{pesout_nietfeld_2021, title={How creative am I?: Examining judgments and predictors of creative performance}, volume={40}, ISSN={["1878-0423"]}, DOI={10.1016/j.tsc.2021.100836}, abstractNote={Creativity is a highly valued construct in both educational and occupational contexts. Yet, little is known about the accuracy of individuals’ metacognitive judgments of their own creative performance. Moreover, the relative contribution of individual predictors of creative performance, such as gender, are still open for question. To some degree, this lack of understanding may stem from the challenge of collecting large data samples where creativity and metacognition can be measured and scored through rigorous approaches. The current study assessed college students’ (N = 350) creativity on the Similarities Test, the Remote Associates Test, and the Product Improvement Task from the Torrance Tests of Creative Thinking while having the students provide percentile rank judgments of their performance. In addition, data on personality and self-report grade point average were collected. Four major findings emerged. First, students were generally overconfident in their judgments of creative performance, however overconfidence was somewhat muted compared to findings from other domains. Second, response bias for judgments accounted for the majority of variance in predicting creative performance when simultaneously considering personality and grade point average, with greater performance associated with increased underconfidence. Third, females showed significantly higher performance for measures of fluency and originality on the Similarities Test and were less overconfident than their male counterparts on all three tests. Finally, openness emerged as the single personality variable that predicted creative performance, a finding that supported prior research. Implications related to the role of metacognitive judgments in creative performance is discussed.}, journal={THINKING SKILLS AND CREATIVITY}, author={Pesout, O. and Nietfeld, J. L.}, year={2021}, month={Jun} }
 @article{pesout_nietfeld_2021, title={The Impact of Cooperation and Competition on Metacognitive Monitoring in Classroom Context}, volume={89}, ISSN={["1940-0683"]}, DOI={10.1080/00220973.2020.1751577}, abstractNote={Abstract Metacognitive monitoring skills are crucial for middle school students to improve academic performance and promote self-regulation. The current study examined the effect of social interaction on metacognitive monitoring training assessed by calibration accuracy measures and performance on comprehension items. Sixth-grade students (N = 84) assigned to competitive, cooperative, and individual conditions completed multiple-choice comprehension items and item-level confidence judgments for expository and narrative reading passages in eight sessions distributed over six weeks. Results indicated no improvement in monitoring accuracy due to classroom conditions. In contrast, overconfidence increased for students in the competitive condition across the intervention. However, students in the cooperative condition demonstrated higher comprehension on the final training passage relative to students in the other two conditions. In addition, text interest was positively related to students’ judgment accuracy in the cooperative and individual conditions but not in the competitive condition. This study underscores the importance of social context with regard to metacognitive processes and performance outcomes during classroom instruction.}, number={2}, journal={JOURNAL OF EXPERIMENTAL EDUCATION}, author={Pesout, Ondra and Nietfeld, John}, year={2021}, month={Apr}, pages={237–258} }
 @article{nietfeld_2020, title={Predicting transfer from a game-based learning environment}, volume={146}, ISSN={["1873-782X"]}, DOI={10.1016/j.compedu.2019.103780}, abstractNote={This study examined the predictive impact of variables from self-regulated learning models on transfer following multiple gameplay sessions in a classroom game-based learning environment (GBLE). The game focused on science curriculum including map models, map navigation, and landforms. Fifth-grade students (N = 594) interacted with CRYSTAL ISLAND - UNCHARTED DISCOVERY during six 50-min sessions over four weeks integrated with classroom instruction. The transfer activity required students to create an island on grid paper that included at least seven different landforms, a map navigation activity created for peers, and an attached map scale model. Results of multiple regression analyses revealed that when other variables were accounted for, none of the measured motivational variables including interest for the game, performance-approach goal orientation, mastery-approach goal orientation, or self-efficacy for science were significant positive predictors of transfer. Interestingly, video game self-efficacy was a significant negative predictor of transfer performance. Prior knowledge and change in science knowledge after gameplay were also significant predictors of transfer. Girls performed as well as boys on the transfer task despite completing less game quests and had significantly lower posttest content scores. Interest was a consistent predictor of performance for girls but not boys for in-game performance, posttest content scores, and transfer scores. Regression models were systematically less able to predict performance moving from content knowledge, to in-game performance, to transfer. Implications for the design of GBLEs to facilitate transfer are discussed.}, journal={COMPUTERS & EDUCATION}, author={Nietfeld, John L.}, year={2020}, month={Mar} }
 @article{syal_nietfeld_2020, title={The impact of trace data and motivational self-reports in a game-based learning environment}, volume={157}, ISSN={["1873-782X"]}, DOI={10.1016/j.compedu.2020.103978}, abstractNote={Game-based learning environments (GBLEs) are increasingly present in school settings, primarily because they have been associated with improved academic and motivational outcomes. However, recent research found that GBLEs were no more motivational than conventional instructional methods. Yet, the disproportionate use of self-report measures may not be accurately representing children's motivation in these contexts. For this reason, this study sought to compare fifth-grade children's motivational self-reports with trace measures in their ability to predict both performance and content learning in Crystal Island - Uncharted Discovery, a science-based GBLE. Self-report measures included achievement goals and situational interest; and, trace data included two measures of in-game engagement and one measure of disengagement behaviors. Results revealed that self-reported achievement goals and interest failed to significantly predict off-task behavior and accounted for only 3% and 5% of the variance, respectively, in predicting the two measures of in-game engagement. Most importantly, self-reported achievement goals and interest were not as effective as in-game trace behaviors in predicting performance and science content learning. Findings reinforce the importance of identifying and utilizing trace measures that represent indicators of performance and learning, while also considering the limitations of using self-report measures with children in GBLEs.}, journal={COMPUTERS & EDUCATION}, author={Syal, Samira and Nietfeld, John L.}, year={2020}, month={Nov} }
 @article{nietfeld_2019, title={The Impact of Game-Based Learning Design Features on Reading Comprehension and Interest}, ISSN={["2049-100X"]}, DOI={10.34190/GBL.19.088}, journal={PROCEEDINGS OF THE 13TH INTERNATIONAL CONFERENCE ON GAME BASED LEARNING (ECGBL 2019)}, author={Nietfeld, John}, year={2019}, pages={1028–1032} }
 @article{szczytko_stevenson_peterson_nietfeld_strnad_2018, title={Development and validation of the environmental literacy instrument for adolescents}, volume={25}, ISSN={1350-4622 1469-5871}, url={http://dx.doi.org/10.1080/13504622.2018.1487035}, DOI={10.1080/13504622.2018.1487035}, abstractNote={Abstract Environmental education (EE) practitioners struggle to consistently and rigorously evaluate their programs, particularly when little time is available for evaluation. Since environmental literacy (EL) is the goal of environmental education, a very short EL instrument – amenable to use when longer tests are not practical for practitioners – would address an important EE need. We describe the development and validation of the Environmental Literacy Instrument for Adolescents (ELI-A) that is short enough for use in field applications (i.e. 5–15 min) and measures four domains of environmental literacy (ecological knowledge, hope, cognitive skills, behaviour). Factor analysis, item response theory, and concurrent validity tests were used in the validation process. Structural equation modelling supported the fit between the ELI-A and prevailing EL frameworks. The results support a valid and reliable instrument that is short enough for practical use but comprehensive in measuring four primary components of EL. This instrument could help fulfil the call to evaluate EE programming in both formal and informal settings.}, number={2}, journal={Environmental Education Research}, publisher={Informa UK Limited}, author={Szczytko, Rachel and Stevenson, Kathryn and Peterson, M. Nils and Nietfeld, John and Strnad, Renee L.}, year={2018}, month={Jun}, pages={193–210} }
 @article{lee_walkowiak_nietfeld_2017, title={Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching}, volume={29}, ISSN={1033-2170 2211-050X}, url={http://dx.doi.org/10.1007/s13394-016-0185-z}, DOI={10.1007/s13394-016-0185-z}, number={1}, journal={Mathematics Education Research Journal}, publisher={Springer Science and Business Media LLC}, author={Lee, Carrie W. and Walkowiak, Temple A. and Nietfeld, John L.}, year={2017}, month={Jan}, pages={45–72} }
 @inproceedings{nietfeld_vladimirova_2017, title={Developing a classroom transfer activity for a digital game-based learning environment}, DOI={10.21125/inted.2017.1928}, abstractNote={Appears in: INTED2017 Proceedings Publication year: 2017Pages: 8179-8185ISBN: 978-84-617-8491-2ISSN: 2340-1079doi: 10.21125/inted.2017.1928Conference name: 11th International Technology, Education and Development ConferenceDates: 6-8 March, 2017Location: Valencia, Spain}, booktitle={Inted2017: 11th international technology, education and development conference}, author={Nietfeld, J. L. and Vladimirova, E.}, year={2017}, pages={8179–8185} }
 @article{braten_lien_nietfeld_2017, title={Examining the Effects of Task Instructions to Induce Implicit Theories of Intelligence on a Rational Thinking Task A Cross-Cultural Study}, volume={225}, ISSN={["2151-2604"]}, DOI={10.1027/2151-2604/a000291}, abstractNote={ Abstract. In two experiments with Norwegian undergraduates and one experiment with US undergraduates, we examined the potential effects of brief task instructions aligned with incremental and entity views of intelligence on students’ performance on a rational thinking task. The research demonstrated that even brief one-shot task instructions that deliver a mindset about intelligence intervention can be powerful enough to affect students’ performance on such a task. This was only true for Norwegian male students, however. Moreover, it was the task instruction aligned with an entity theory of intelligence that positively affected Norwegian male students’ performance on the rational thinking task, with this unanticipated finding speaking to the context- and culture-specificity of implicit theories of intelligence interventions. }, number={2}, journal={ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY}, author={Braten, Ivar and Lien, Andreas and Nietfeld, John}, year={2017}, month={Apr}, pages={146–156} }
 @article{ersozlu_nietfeld_huseynova_2017, title={Predicting preservice music teachers' performance success in instrumental courses using self-regulated study strategies and predictor variables}, volume={19}, ISSN={["1469-9893"]}, DOI={10.1080/14613808.2015.1092508}, abstractNote={ABSTRACT The purpose of this study was to examine the extent to which self-regulated study strategies and predictor variables predict performance success in instrumental performance college courses. Preservice music teachers (N  =  123) from a music education department in two state universities in Turkey completed the Music Self-Regulated Studying Strategies Survey (MSRSSS) developed from theoretical models of self-regulation in music. The MSRSSS displayed a three-factor solution that included strategies related to planning, monitoring, and evaluation stages of study. An examination of psychometric properties revealed evidence for scale reliability and validity. Multiple regression analyses indicated that monitoring but not planning was a statistically significant predictor of performance success in instrumental performance courses over and above the effects of Grade Point Average (GPA). Evaluation strategies were also significant in predicting performance success in instrumental courses but with an inverse relationship. Besides, academic success in theoretical courses as a predictor variable was the strongest predictor of performance success in instrumental courses. Findings and implications for music education are discussed.}, number={2}, journal={MUSIC EDUCATION RESEARCH}, author={Ersozlu, Zehra N. and Nietfeld, John L. and Huseynova, Lale}, year={2017}, pages={123–132} }
 @article{difrancesca_nietfeld_cao_2016, title={A comparison of high and low achieving students on self-regulated learning variables}, volume={45}, ISSN={["1873-3425"]}, DOI={10.1016/j.lindif.2015.11.010}, abstractNote={Prior research has established the importance of self-regulated learning (SRL) skills for academic achievement. However, efforts to identify and subsequently remediate students' SRL in classroom contexts are still in the early stages of development. This study sought to examine individual differences in low and high achieving college students (N = 41) in a classroom-based context in order to begin to inform remediation and intervention efforts. Results indicated no initial differences between high and low achieving students on prior knowledge, general ability, or self-efficacy. However, important differences emerged on metacognitive monitoring, reported use of low-level study strategies, and self-efficacy over the duration of the course. Test performance measured early in the course, but not baseline measures of SRL components or prior knowledge, was predictive of summative course achievement. Self-report measures of SRL did not align with measures of achievement, monitoring judgments, or interview data, indicating that these measures should be used with caution when examining SRL skills in college classroom contexts. Implications related to the development SRL skills are discussed.}, journal={LEARNING AND INDIVIDUAL DIFFERENCES}, author={DiFrancesca, Daniell and Nietfeld, John L. and Cao, Li}, year={2016}, month={Jan}, pages={228–236} }
 @article{thomson_nietfeld_2016, title={Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States}, volume={109}, ISSN={["1940-0675"]}, DOI={10.1080/00220671.2014.968912}, abstractNote={ABSTRACT In a mixed-methods study, the authors investigate teacher typologies of elementary teachers (N = 132) in the United States based on their reformed science teaching beliefs. Additionally, the identified teacher typologies were compared with respect to their science content knowledge, self-efficacy and epistemic beliefs. Results revealed three clusters of teachers with different combinations of teaching beliefs and practices. Comparative analysis indicated significant differences among teacher typologies with respect to their epistemic beliefs and teaching efficacy beliefs. Additionally, interview results enhanced the depth of understanding of participants' views for reformed science teaching and further highlighted differences in the typologies. Study implications are considered with regard to improving teacher quality and preservice teacher training.}, number={4}, journal={JOURNAL OF EDUCATIONAL RESEARCH}, author={Thomson, Margareta Maria and Nietfeld, John L.}, year={2016}, pages={360–374} }
 @inproceedings{nietfeld_2016, title={The impact of integrating a game-based learning environment in classrooms on achievement and motivation}, DOI={10.21125/inted.2016.2129}, abstractNote={THE IMPACT OF INTEGRATING A GAME-BASED LEARNING ENVIRONMENT IN CLASSROOMS ON ACHIEVEMENT AND MOTIVATION}, booktitle={Inted2016: 10th international technology, education and development conference}, author={Nietfeld, J. L.}, year={2016}, pages={4525–4530} }
 @article{cooke_ash_nietfeld_fogleman_goodell_2015, title={Impact of a Service-Learning-Based Community Nutrition Course on Students’ Nutrition Teaching Self-Efficacy}, volume={47}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2015.04.013}, DOI={10.1016/J.JNEB.2015.04.013}, abstractNote={The purpose of this study was to determine the effect of a service-learning (SL) course on student self-efficacy (SE) in teaching nutrition in the community. Students in the experimental group (n=20) were enrolled in a Community Nutrition SL course, and students in the control group were in a Public Health Nutrition non-SL course (n=63). To build SE, students need to practice their skills in an appropriate setting. Service-learning, a pedagogy combining academic learning with service in the community, is an ideal framework for this preparation. The SL course consisted of a 6-week pre-SL training designed to increase SE through skills-based training, observation, and practice and a 6-week SL experience in which students taught a pre-packaged curriculum in the community. Researchers developed the Self-Efficacy in Teaching Nutrition in the Community (SET-NC) survey to evaluate changes in student SE for teaching nutrition in the community. Experimental and control groups took the SET-NC survey three times during the semester. Using time 1 as a covariant, results from a repeated measures ANCOVA indicated the experimental group had significantly higher SE scores than the control group at both time 2 (p=0.008) and time 3 (p<0.001). The SL course increased students’ SE in teaching nutrition in the community, and other nutrition and dietetics programs may benefit from a similar SL course design. Researchers are currently validating the SET-NC survey in a nationwide population to provide a useful tool for measuring students’ SE in teaching nutrition in the community.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Cooke, Natalie K. and Ash, S.L. and Nietfeld, J. and Fogleman, A. and Goodell, L.S.}, year={2015}, month={Jul}, pages={S4} }
 @article{cooke_nietfeld_goodell_2015, title={The Development and Validation of the Childhood Obesity Prevention Self-Efficacy (COP-SE) Survey}, volume={11}, ISSN={["2153-2176"]}, DOI={10.1089/chi.2014.0103}, abstractNote={BACKGROUND
Physicians can play an important role in preventing and treating childhood obesity. There are currently no validated measures of medical students' self-efficacy in these skills; therefore, we sought to develop a valid and reliable computerized survey to measure medical students' self-efficacy in skills needed to prevent and treat childhood obesity.


METHODS
We developed the Childhood Obesity Prevention Self-Efficacy (COP-SE) survey with input from two expert panels and cognitive interviews with medical students. We administered the 43-item COP-SE computerized survey to a nation-wide sample of medical students.


RESULTS
The final sample consisted of 444 medical students from 53 medical schools. Exploratory factor analysis revealed a two-factor structure with a correlation of 0.637 between factors and high reliability within factors. The correlation between the COP-SE and a measure of general self-efficacy was moderate (0.648), and reliability within factors was high (Factor 1=0.946; Factor 2=0.927).


CONCLUSIONS
The 18-item COP-SE is a valid and reliable measure of childhood obesity prevention self-efficacy. Factor 1 assesses self-efficacy in nutrition counseling, and Factor 2 measures self-efficacy to assess readiness to change and initiate nutrition lifestyle changes. The correlation between the COP-SE and a measure of general self-efficacy indicates that the COP-SE is a distinct, valid assessment of domain-specific self-efficacy. The high reliability of items within factors indicates the items measure the same constructs. Therefore, medical schools can use this valid and reliable instrument as a formative or summative assessment of students' self-efficacy in childhood obesity prevention and treatment.}, number={2}, journal={CHILDHOOD OBESITY}, author={Cooke, Natalie K. and Nietfeld, John L. and Goodell, L. Suzanne}, year={2015}, month={Apr}, pages={114–121} }
 @article{hargrove_nietfeld_2015, title={The Impact of Metacognitive Instruction on Creative Problem Solving}, volume={83}, ISSN={0022-0973 1940-0683}, url={http://dx.doi.org/10.1080/00220973.2013.876604}, DOI={10.1080/00220973.2013.876604}, abstractNote={This study examined the impact of teaching creativity in the form of associative thinking strategies within a metacognitive framework. A representative sample of 30 university design students was selected from a larger section (N = 122) to participate in a 16-week supplemental course. Each week a new creative thinking strategy was integrated with activities to encourage metacognitive skill development. Upon completion of the course the treatment group had significantly higher scores on fluency and originality measures compared with their matched peers. In addition, students in the treatment condition received higher ratings on a summative domain-specific project judged by external design experts. Metacognitive Awareness Inventory scores increased for the treatment group but were stable over time for the comparison group.}, number={3}, journal={The Journal of Experimental Education}, publisher={Informa UK Limited}, author={Hargrove, Ryan A. and Nietfeld, John L.}, year={2015}, month={Jul}, pages={291–318} }
 @article{nietfeld_bruning_difrancesca_2015, title={The role of observation in the recall of informational text}, volume={69}, ISSN={0883-0355}, url={http://dx.doi.org/10.1016/J.IJER.2014.11.001}, DOI={10.1016/J.IJER.2014.11.001}, abstractNote={This study, which reports on previously unpublished data gathered in connection with a summer literacy-science program, Summer Explorers (Bruning & Schweiger, 1997), examined the role and timing of observation on informational text recall by elementary school students. Students (N = 206) in Grades 3–5 observed and read about the Madagascar Giant Hissing Cockroach (MHC). Three conditions were employed: (1) students first observing live MHCs, then reading facts about them; (2) students first reading facts about MHCs and then observing them; and (3) students only reading facts about MHCs. Students in the observation conditions recalled more facts than those in the no observation condition, with Grade 4 and 5 students benefitting more from the observation experience than Grade 3 students. Grade 3 students showed heightened levels of interest but not improved recall in the observation conditions, findings consistent with potential developmental differences in metacognitive awareness for instructional activities.}, journal={International Journal of Educational Research}, publisher={Elsevier BV}, author={Nietfeld, John L. and Bruning, Roger H. and DiFrancesca, Daniell}, year={2015}, pages={88–97} }
 @article{lester_spires_nietfeld_minogue_mott_lobene_2014, title={Designing game-based learning environments for elementary science education: A narrative-centered learning perspective}, volume={264}, ISSN={["1872-6291"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84894486887&partnerID=MN8TOARS}, DOI={10.1016/j.ins.2013.09.005}, abstractNote={Game-based learning environments hold significant promise for STEM education, yet they are enormously complex. Crystal Island: Uncharted Discovery, is a game-based learning environment designed for upper elementary science education that has been under development in our laboratory for the past four years. This article discusses curricular and narrative interaction design requirements, presents the design of the Crystal Island learning environment, and describes its evolution through a series of pilots and field tests. Additionally, a classroom integration study was conducted to initiate a shift towards ecological validity. Results indicated that Crystal Island produced significant learning gains on both science content and problem-solving measures. Importantly, gains were consistent for gender across studies. This finding is key in light of past studies that revealed disproportionate participation by boys within game-based learning environments.}, journal={INFORMATION SCIENCES}, author={Lester, James C. and Spires, Hiller A. and Nietfeld, John L. and Minogue, James and Mott, Bradford W. and Lobene, Eleni V.}, year={2014}, month={Apr}, pages={4–18} }
 @article{faulkner_stiff_marshall_nietfeld_crossland_2014, title={Race and teacher evaluations as predictors of algebra placement}, volume={45}, DOI={10.5951/jresematheduc.45.3.0288}, abstractNote={This study is a longitudinal look at the different mathematics placement profiles of Black students and White students from late elementary school through 8th grade. Results revealed that Black students had reduced odds of being placed in algebra by the time they entered 8th grade even after controlling for performance in mathematics. An important implication of this study is that placement recommendations must be monitored to ensure that high-achieving students are placed appropriately, regardless of racial background.}, number={3}, journal={Journal for Research in Mathematics Education}, author={Faulkner, V. N. and Stiff, L. V. and Marshall, P. L. and Nietfeld, J. and Crossland, C. L.}, year={2014}, pages={288–311} }
 @article{nietfeld_shores_hoffmann_2014, title={Self-Regulation and Gender Within a Game-Based Learning Environment}, volume={106}, ISSN={["1939-2176"]}, DOI={10.1037/a0037116}, abstractNote={In this study, we examined how self-regulated learning (SRL) and gender influences performance in an educational game for 8th-grade students (N = 130). Crystal Island–Outbreak is an immersive, inquiry-based, narrative-centered learning environment featuring a microbiology science mystery aligned with 8th-grade science curriculum. SRL variables predicted successful in-game performance even after accounting for prior knowledge and perceived gaming skill. Content learning gains were found across both genders, and girls performed at similar levels as boys in the game despite incoming disadvantages for perceived skill and prior gaming experience. Boys were more effective than girls in using a cognitive tool that was critical for solving the Crystal Island–Outbreak mystery; however, these differences disappeared when prior gaming experience was taken into account. Overconfidence on monitoring judgments for boys but not girls was predictive of in-game performance. Findings related to motivational variables such as self-efficacy, situational interest, and goal orientation were mixed with regard to their consistency across genders.}, number={4}, journal={JOURNAL OF EDUCATIONAL PSYCHOLOGY}, author={Nietfeld, John L. and Shores, Lucy R. and Hoffmann, Kristin F.}, year={2014}, month={Nov}, pages={961–973} }
 @inbook{shores_nietfeld_2013, title={Situational Interest and Informational Text Comprehension: A Game-Based Learning Perspective}, ISBN={9783642391118 9783642391125}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-39112-5_91}, DOI={10.1007/978-3-642-39112-5_91}, abstractNote={Motivated by disturbing national educational statistics, the newly adopted Common Core State Standards [1] prioritize reading instruction across the content areas. This will significantly increase students’ exposure to informational texts that are notorious for low comprehension rates and less than engaging content. Given the substantial literature supporting the positive relationship between situational interest and reading comprehension [2,3], this study will address whether game-based learning environments generate situational interest and, more importantly, whether the produced situational interest increases students’ reading comprehension for informational texts. Using an explanatory sequential mixed methods design, eighth-grade students’ situational interest and comprehension of texts embedded within a science game-based learning environment will be measured. Implications for this research include the design of intelligent game-based learning environments, the extent to which game elements generate situational interest, and techniques for capitalizing on this situational interest by intelligently and automatically integrating texts to challenge each reader.}, booktitle={Lecture Notes in Computer Science}, publisher={Springer Berlin Heidelberg}, author={Shores, Lucy R. and Nietfeld, John L.}, year={2013}, pages={696–699} }
 @article{thomson_turner_nietfeld_2012, title={A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates}, volume={28}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/j.tate.2011.10.007}, DOI={10.1016/j.tate.2011.10.007}, abstractNote={This study utilized cluster analysis to identify typologies of prospective teachers enrolled in a teacher education program in the U.S. based upon their self-report motivations for teaching. A three-cluster solution generated three distinctive typologies of prospective teachers (N's of 93, 70 and 52), and further differences among typologies were investigated with respect to participants' beliefs about teaching. Follow-up semi-structured interviews confirmed meaningful differences found between the clusters with regard to unique combination of motivations and beliefs about teaching relevant to each typology. Implications for teacher education and teacher development are further discussed in relationship with study findings.}, number={3}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Thomson, Margareta Maria and Turner, Jeannine E. and Nietfeld, John L.}, year={2012}, month={Apr}, pages={324–335} }
 @inbook{shores_hoffmann_nietfeld_lester_2012, title={The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments}, ISBN={9783642309496 9783642309502}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-642-30950-2_59}, DOI={10.1007/978-3-642-30950-2_59}, abstractNote={Narrative-centered learning environments provide an excellent platform for both content-knowledge and problem-solving skill acquisition, as these experiences require students to apply learned material while solving real-world problems. Solving complex problems in an open-ended environment can be a challenging endeavor for elementary students given limitations in their cognitive skills. A promising potential solution is providing students with explicit quests, or proximal goals of a larger, more complex problem-solving activity. Quests have the potential to scaffold the process by breaking down the problem into cognitively manageable units, providing useful, frequent feedback, and maintaining motivation and the novelty of the experience. The aim of this research was to investigate the role of quests as a means for supporting situational interest and content-knowledge acquisition during interactions with a narrative-centered learning environment. Of the 299 5th grade students who interacted with Crystal Island, a narrative-centered learning environment for science, it was found that students who completed more quests exhibited significant increases in content learning and had higher levels of situational interest. These preliminary findings suggest potential educational and motivational advantages for integrating quest-like sub-problems into the design of narrative-centered learning environments.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer Berlin Heidelberg}, author={Shores, Lucy R. and Hoffmann, Kristin F. and Nietfeld, John L. and Lester, James C.}, year={2012}, pages={464–469} }
 @article{snyder_nietfeld_linnenbrink-garcia_2011, title={Giftedness and Metacognition: A Short-Term Longitudinal Investigation of Metacognitive Monitoring in the Classroom}, volume={55}, ISSN={["0016-9862"]}, DOI={10.1177/0016986211412769}, abstractNote={ The current study investigated differences in metacognition between high school gifted ( n = 44) and typical ( n = 23) students and examined local calibration accuracy as a potential mechanism for partially explaining superior exam performance by gifted students. Metacognition was measured using student self-reports of metacognitive awareness, acquired at the start of a semester-long course on biology, and students’ global (pre- and posttest) and local (item-by-item) confidence judgments to assess monitoring across four biology exams over the course of one semester. Gifted students outperformed typical students on both local and global postdictive measures of calibration. However, there were no statistically significant differences in global predictive judgments or calibration bias. Local, item-by-item calibration accuracy partially mediated the relation between giftedness and exam performance. Implications for both theory and practice are discussed. }, number={3}, journal={GIFTED CHILD QUARTERLY}, author={Snyder, Kate E. and Nietfeld, John L. and Linnenbrink-Garcia, Lisa}, year={2011}, month={Jul}, pages={181–193} }
 @article{hoffmann_huff_patterson_nietfeld_2009, title={Elementary teachers' use and perception of rewards in the classroom}, volume={25}, ISSN={["0742-051X"]}, DOI={10.1016/j.tate.2008.12.004}, abstractNote={In the past four decades much research has gone into the use of rewards in education yet little attention has been given to the use of rewards from the perspective of teachers. This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in our sample use some form of rewards in their classrooms and the majority use some form of tangible rewards. Rewards were most frequently given for behaviour management, but there was a significant relationship between the use of rewards for behaviour and those given for academic achievement. Performance goal orientations for teaching were positively related to the use of tangible rewards and a higher degree of classroom control and negatively related to teacher self-efficacy. When asked to report on the appropriateness of using rewards in the classroom only one-third of the teachers reported that they should be used conditionally.}, number={6}, journal={TEACHING AND TEACHER EDUCATION}, author={Hoffmann, Kristin F. and Huff, Jessica D. and Patterson, Ashley S. and Nietfeld, John L.}, year={2009}, month={Aug}, pages={843–849} }
 @article{huff_nietfeld_2009, title={Using strategy instruction and confidence judgments to improve metacognitive monitoring}, volume={4}, ISSN={1556-1623 1556-1631}, url={http://dx.doi.org/10.1007/s11409-009-9042-8}, DOI={10.1007/s11409-009-9042-8}, number={2}, journal={Metacognition and Learning}, publisher={Springer Science and Business Media LLC}, author={Huff, Jessica D. and Nietfeld, John L.}, year={2009}, month={Mar}, pages={161–176} }
 @article{corbell_reiman_nietfeld_2008, title={The Perceptions of Success Inventory for Beginning Teachers: Measuring its psychometric properties}, volume={24}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/j.tate.2008.02.004}, DOI={10.1016/j.tate.2008.02.004}, abstractNote={This study investigated the construction and evaluation of an instrument called the Perceptions of Success Inventory for Beginning Teachers (PSI-BT) intended to measure factors documented in research that contribute to beginning teachers’ perceptions of success. The PSI-BT was found to assess the following factors using exploratory factor analysis: (1) Administrative Support, (2) Classroom Climate, (3) Mentor Support, (4) Colleague and Instructional Resource Support, (5) Commitment, and (6) Assignment and Workload. Internal reliability, content validity, and concurrent validity were also measured in the validation process. Our findings suggest that the PSI-BT provides a reliable and valid instrument that can provide schools with valuable feedback to ensure the success of their beginning teachers.}, number={6}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Corbell, Kristen A. and Reiman, Alan J. and Nietfeld, John L.}, year={2008}, month={Aug}, pages={1551–1563} }
 @article{nietfeld_finney_schraw_mccrudden_2007, title={A test of theoretical models that account for information processing demands}, volume={32}, ISSN={["1090-2384"]}, DOI={10.1016/j.cedpsych.2006.07.004}, abstractNote={This study tested four theoretical models in terms of their fit with demands placed on our cognitive system by traditional tests of cognitive ability. We did so by administering seven tests of cognitive ability known to require varying types of processing demands to a large group of college undergraduates (N = 193). We compared the models using confirmatory factor analyses, including those based upon a unitary factor, speed and capacity, crystallized and fluid intelligence, and verbal and spatial ability. The crystallized/fluid model provided the best fit with the data. This finding is consistent with previous research. Implications for education and future research are discussed.}, number={3}, journal={CONTEMPORARY EDUCATIONAL PSYCHOLOGY}, author={Nietfeld, John L. and Finney, Sara J. and Schraw, Gregg and McCrudden, Matthew T.}, year={2007}, month={Jul}, pages={499–515} }
 @article{nietfeld_cao_osborne_2006, title={The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy}, volume={1}, ISSN={1556-1623 1556-1631}, url={http://dx.doi.org/10.1007/s10409-006-9595-6}, DOI={10.1007/s10409-006-9595-6}, number={2}, journal={Metacognition and Learning}, publisher={Springer Science and Business Media LLC}, author={Nietfeld, John L. and Cao, Li and Osborne, Jason W.}, year={2006}, month={Aug}, pages={159–179} }
 @article{nietfeld_cao_osborne_2005, title={Metacognitive monitoring accuracy and student performance in the postsecondary classroom}, volume={74}, number={1}, journal={Journal of Experimental Education}, author={Nietfeld, J. L. and Cao, L. and Osborne, J. W.}, year={2005}, pages={28-} }
 @article{nietfeld_2003, title={An  examination of metacognitive strategy use and monitoring skills by competitive middle distance runners}, volume={15}, DOI={10.1080/10413200390237942}, number={4}, journal={Journal of Applied Sport Psychology}, author={Nietfeld, J. L.}, year={2003}, pages={307–320} }