Skip to main content

John Nietfeld


Poe Hall 602D

View CV 


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 working on a game-based learning program called Missions with Monty that will facilitate and scaffold SRL skills for upper elementary school students in science.

Selected Scholarly Publications

  • Pesout, O., & Nietfeld, J. L. (2021). How creative am I?: Examining judgments and predictors of creative performance. Thinking Skills and Creativity, 40,
  • Spencer, D., Nietfeld, J. L., Cao, L., & DiFrancesca (2021). Exploring the interplay between attributions and metacognitive monitoring in a post-secondary classroom. Journal of Experimental Education, DOI: 10.1080/00220973.2021.1897773.
  • Syal, S., & Nietfeld, J. L. (2020). The impact of trace data and motivational self-reports in a game-based learning environment. Computers & Education, 157,
  • Pesout, O., & Nietfeld, J. L. (2020). The impact of cooperation and competition on metacognitive monitoring and performance in a classroom context. Journal of Experimental Education, 89(2), 237-258.
  • Nietfeld, J. L. (2020). Predicting transfer from a game-based learning environment. Computers & Education.
  • Eyupoglu, T. F., & Nietfeld, J. L. (2020). Intrinsic motivation in game-based learning environments. In D. Ifenthaler & YJ Kim (Eds.), Game-based assessment revisited (pp. 85-102). Springer.
  • Nietfeld, J. L. (2018). The role of self-regulated learning in digital games. In D. Schunk & J. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 271-284). Routledge, New York, NY.
  • Braten, I., Lien, A., Nietfeld, J. L. (2017). Examining the effects of task instructions to induce implicit theories of intelligence on a rational thinking test: A cross-cultural study. Zeitschrift für Psychologie, 225, 146-156.
  • Di Francesca, D., & Nietfeld, J. L. (2017). Using Metacognitive Scaffolding to Develop Problem Solving Skills in K-12 Computer-Based Learning Environments. In J. A. González-Pienda, J. C. Núñez, A. Bernardo, & C. Rodríguez (Eds.), Factors affecting academic performance (pp. 81-99). Nova Science Publishers, NY.
  • DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A mixed methods comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228-236.
  • 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.
  • 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.
  • 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.
  • Nietfeld, J. L., & Shores, L. R. (2011). Self-regulation within game-based learning environments. In L. Annetta & S. Bronack (Eds.), Serious educational game assessment (pp. 19-42). The Netherlands: Sense Publishers.
  • 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.
  • 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, 236-248.

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

Honors and Awards

  • 2016 Fulbright Core Teaching and Research Scholar Award (Estonia)

Editorial Boards

  • Metacognition and Learning
  • Journal of Experimental Education


Ph.D. Educational Psychology University of Nebraska, Lincoln, NE

M.A. Educational Psychology The University of Iowa, Iowa City, IA

B.A., Psychology Eastern Illinois University, Charleston, IL