Skip to main content

College of Education

Think and Do The Extraordinary
Support the College
Think and Do The Extraordinary
Support the College

John Nietfeld

Professor, Educational Psychology

Poe Hall 602D

919-513-7444

Bio

Professor Nietfeld is a member of the Teacher Education and Learning Sciences Department.  His current research emphasis falls within self-regulated learning (SRL) and metacognition. He has conducted a number of studies investigating how students monitor their behavior on cognitive tasks and is particularly interested in the extent to which training within classroom contexts (K-12 through college) can facilitate more accurate monitoring of performance and strategy use. Currently, he is collaborating with computer science faculty to examine how to create intelligent game-based tutoring systems that will facilitate and scaffold SRL skills for elementary and middle school students in science.

Education

Ph.D. in Educational Psychology from University of Nebraska, Lincoln, NE
M.A. in Educational Psychology from The University of Iowa, Iowa City, IA
B.A., in Psychology from Eastern Illinois University, Charleston, IL

Programs

Scholarly Publications

  • Nietfeld, J. L., Bruning, R. B., & DiFrancesca, D. (2015). The role of observation in the recall of informational text. International Journal of Educational Research, 69, 88-97.
  • 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, 961-973.
  • Hargrove, R. A., & Nietfeld, J. L. (2014). The impact of metacognitive instruction on creative problem solving. Journal of Experimental Education, 83, 291-318.
  • Faulkner, V., Stiff, Marshall, Nietfeld, J. L., & Crossland, C. (2014). The impact of race and teacher perceptions as predictors of algebra placement, Journal of Research in Mathematics Education, 45, 288-311.
  • 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.
  • Thomson, M. M., Turner, J. E., & Nietfeld, J. L. (2012). A typological approach to investigate the teaching career decision: Motivation and beliefs about teaching of preservice teacher candidates, Teaching and Teacher Education, 28, 324-335.
  • Flanagan, 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, 181-193.
  • Wery, J., & Nietfeld, J. L. (2010). Supporting self-regulated learning with exceptional children, Teaching Exceptional Children, 42, 70-78.
  • Huff, J. D., & Nietfeld, J. L. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring skills. Metacognition and Learning, 4, 161-176.
  • Hoffmann, K. F., Huff, J. D., Patterson, A. S., & Nietfeld, J. L. (2009). Elementary teachers’ use and perceptions of rewards in the classroom. Teaching and Teacher Education, 25, 843-849.
  • 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.
  • 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, 7-28.

Courses Taught

  • EDP 304 Educational Psychology
  • EDP 504 Advanced Educational Psychology
  • EDP 560 Educational Testing and Measurement
  • ECI 709 Metacognition and Learning
  • EDP 723 Motivation in Education
  • ECI 709 Self-Regulated Learning
  • ECI 709 Creativity and Critical Thinking

Research Areas