Michelle Rivers
MA and PhD, Kent State University
BA, University of California, Santa Cruz
Knowing how to assess and manage one’s own learning is critical for becoming an efficient and effective learner in higher education and across the lifespan. However, research suggests that learners are prone to developing incorrect beliefs about how we learn best. Thus, the three primary aims of my research are to (1) identify, (2) develop, and (3) describe the underlying cognitive mechanisms of techniques that improve self-regulated learning and metacognition for learners of all backgrounds. To accomplish these aims, I conduct rigorous laboratory experiments, applied classroom studies, and large-scale analyses of existing data to provide a multifaceted understanding of learning processes in a variety of educational contexts.
Blog:
- PSYC 51: Statistics and Methods I
- PSYC 52: Statistics and Methods II
- PSYC 131: Cognitive Psychology
- PSYC 138: Human Memory
For a complete list, please refer to my .
*Denotes Student Co-Author
Clark, S. A.*, Rivers, M. L., & Overono, A. L. (2025). Behavioral Sciences, 15(4), 477.
Rivers, M. L., Northern, P. E., & Tauber, S. K. (2025). Educational Psychology Review, 37(3), 61.
Pan, S. C. & Rivers, M. L. (2023). Memory & Cognition, 51(6), 1461-1480.
Rivers, M. L., Dunlosky, J., & McLeod, M.* (2022). Memory, 30(10), 1387-1404.
Rivers, M. L. (2021). Educational Psychology Review, 33, 823-862.
Rivers, M. L., Fitzsimmons, C. J., Fisk, S. R., Dunlosky, J., & Thompson, C. A. (2021). Metacognition and Learning, 16, 157- 178.
Rivers, M. L. & Dunlosky, J. (2021). Journal of Experimental Psychology: Learning, Memory, and Cognition, 47(2), 195-207.
Rivers, M. L., Dunlosky, J. & Persky, A. M. (2020). American Journal of Pharmaceutical Education, 84(5), 7730.
Rivers, M. L., Dunlosky, J., & Joynes, R. (2019). Contemporary Educational Psychology, 59, 101806.