John Nietfeld

Spencer, D., Nietfeld, J. L., Cao, L., & Difrancesca, D. (2023). Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom. JOURNAL OF EXPERIMENTAL EDUCATION, 91(1), 46–61. https://doi.org/10.1080/00220973.2021.1897773

Urban, M., Urban, K., & Nietfeld, J. L. L. (2023, January 26). The effect of a distributed metacognitive strategy intervention on reading comprehension. METACOGNITION AND LEARNING. https://doi.org/10.1007/s11409-023-09334-1

Nietfeld, J. L., & Hoffmann, K. F. (2023, December 9). The impact of goal assignment in a game-based learning environment. JOURNAL OF COMPUTER ASSISTED LEARNING. https://doi.org/10.1111/jcal.12919

Syal, S., & Nietfeld, J. L. (2022). Is situational interest a metacognitive risk? An examination of contextual factors in classroom settings. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 71. https://doi.org/10.1016/j.cedpsych.2022.102109

Pesout, O., & Nietfeld, J. L. (2021). How creative am I?: Examining judgments and predictors of creative performance. THINKING SKILLS AND CREATIVITY, 40. https://doi.org/10.1016/j.tsc.2021.100836

Pesout, O., & Nietfeld, J. (2021). The Impact of Cooperation and Competition on Metacognitive Monitoring in Classroom Context. JOURNAL OF EXPERIMENTAL EDUCATION, 89(2), 237–258. https://doi.org/10.1080/00220973.2020.1751577

Nietfeld, J. L. (2020). Predicting transfer from a game-based learning environment. COMPUTERS & EDUCATION, 146. https://doi.org/10.1016/j.compedu.2019.103780

Syal, S., & Nietfeld, J. L. (2020). The impact of trace data and motivational self-reports in a game-based learning environment. COMPUTERS & EDUCATION, 157. https://doi.org/10.1016/j.compedu.2020.103978

Nietfeld, J. (2019). 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. https://doi.org/10.34190/GBL.19.088

Szczytko, R., Stevenson, K., Peterson, M. N., Nietfeld, J., & Strnad, R. L. (2018). Development and validation of the environmental literacy instrument for adolescents. Environmental Education Research, 25(2), 193–210. https://doi.org/10.1080/13504622.2018.1487035

Lee, C. W., Walkowiak, T. A., & Nietfeld, J. L. (2017). 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. https://doi.org/10.1007/s13394-016-0185-z

Nietfeld, J. L., & Vladimirova, E. (2017). Developing a classroom transfer activity for a digital game-based learning environment. Inted2017: 11th international technology, education and development conference, 8179–8185. https://doi.org/10.21125/inted.2017.1928

Braten, I., Lien, A., & Nietfeld, J. (2017). 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. https://doi.org/10.1027/2151-2604/a000291

Ersozlu, Z. N., Nietfeld, J. L., & Huseynova, L. (2017). Predicting preservice music teachers' performance success in instrumental courses using self-regulated study strategies and predictor variables. MUSIC EDUCATION RESEARCH, 19(2), 123–132. https://doi.org/10.1080/14613808.2015.1092508

DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. LEARNING AND INDIVIDUAL DIFFERENCES, 45, 228–236. https://doi.org/10.1016/j.lindif.2015.11.010

Thomson, M. M., & Nietfeld, J. L. (2016). Beliefs systems and classroom practices: Identified typologies of elementary school teachers from the United States. JOURNAL OF EDUCATIONAL RESEARCH, 109(4), 360–374. https://doi.org/10.1080/00220671.2014.968912

Nietfeld, J. L. (2016). 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. https://doi.org/10.21125/inted.2016.2129

Cooke, N. K., Ash, S. L., Nietfeld, J., Fogleman, A., & Goodell, L. S. (2015). Impact of a Service-Learning-Based Community Nutrition Course on Students’ Nutrition Teaching Self-Efficacy. Journal of Nutrition Education and Behavior, 47(4), S4. https://doi.org/10.1016/J.JNEB.2015.04.013

Cooke, N. K., Nietfeld, J. L., & Goodell, L. S. (2015). The Development and Validation of the Childhood Obesity Prevention Self-Efficacy (COP-SE) Survey. CHILDHOOD OBESITY, 11(2), 114–121. https://doi.org/10.1089/chi.2014.0103

Hargrove, R. A., & Nietfeld, J. L. (2015). The Impact of Metacognitive Instruction on Creative Problem Solving. The Journal of Experimental Education, 83(3), 291–318. https://doi.org/10.1080/00220973.2013.876604

Nietfeld, J. L., Bruning, R. H., & DiFrancesca, D. (2015). The role of observation in the recall of informational text. International Journal of Educational Research, 69, 88–97. https://doi.org/10.1016/J.IJER.2014.11.001

Lester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. (2014). Designing game-based learning environments for elementary science education: A narrative-centered learning perspective. INFORMATION SCIENCES, 264, 4–18. https://doi.org/10.1016/j.ins.2013.09.005

Faulkner, V. N., Stiff, L. V., Marshall, P. L., Nietfeld, J., & Crossland, C. L. (2014). Race and teacher evaluations as predictors of algebra placement. Journal for Research in Mathematics Education, 45(3), 288–311. https://doi.org/10.5951/jresematheduc.45.3.0288

Nietfeld, J. L., Shores, L. R., & Hoffmann, K. F. (2014). Self-Regulation and Gender Within a Game-Based Learning Environment. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 106(4), 961–973. https://doi.org/10.1037/a0037116

Shores, L. R., & Nietfeld, J. L. (2013). Situational Interest and Informational Text Comprehension: A Game-Based Learning Perspective. In Lecture Notes in Computer Science (pp. 696–699). https://doi.org/10.1007/978-3-642-39112-5_91

Thomson, M. M., Turner, J. E., & Nietfeld, J. L. (2012). 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. https://doi.org/10.1016/j.tate.2011.10.007

Shores, L. R., Hoffmann, K. F., Nietfeld, J. L., & Lester, J. C. (2012). The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments. In Intelligent Tutoring Systems (pp. 464–469). https://doi.org/10.1007/978-3-642-30950-2_59

Snyder, K. E., Nietfeld, J. L., & Linnenbrink-Garcia, L. (2011). Giftedness and Metacognition: A Short-Term Longitudinal Investigation of Metacognitive Monitoring in the Classroom. GIFTED CHILD QUARTERLY, 55(3), 181–193. https://doi.org/10.1177/0016986211412769

Hoffmann, K. F., Huff, J. D., Patterson, A. S., & Nietfeld, J. L. (2009). Elementary teachers' use and perception of rewards in the classroom. TEACHING AND TEACHER EDUCATION, 25(6), 843–849. https://doi.org/10.1016/j.tate.2008.12.004

Huff, J. D., & Nietfeld, J. L. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring. Metacognition and Learning, 4(2), 161–176. https://doi.org/10.1007/s11409-009-9042-8

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(6), 1551–1563. https://doi.org/10.1016/j.tate.2008.02.004

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(3), 499–515. https://doi.org/10.1016/j.cedpsych.2006.07.004

Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy. Metacognition and Learning, 1(2), 159–179. https://doi.org/10.1007/s10409-006-9595-6

Nietfeld, J. L., Cao, L., & Osborne, J. W. (2005). Metacognitive monitoring accuracy and student performance in the postsecondary classroom. Journal of Experimental Education, 74(1), 28-.

Nietfeld, J. L. (2003). An  examination of metacognitive strategy use and monitoring skills by competitive middle distance runners. Journal of Applied Sport Psychology, 15(4), 307–320. https://doi.org/10.1080/10413200390237942