Class record · APSY · LSOE

APSY 3233

Motivation, Emotion, and Self-Regulated Learning · 1 instructor on record · 5 sections

What the course score is made of

82BC evaluations5 records · weight ×1.0 · Fall 2022 – Spring 2026

—Student reviewsno reviews — does not contribute

—RateMyProfessorsno ratings — does not contribute

That is the class itself, averaged across everyone who taught it. Who taught it, and how each of them scored, is the board below — that is what a student picking a section is actually choosing between.

What the challenge rank is made of

19thMore challenging than 19% of BC classesranked against every one we hold

84BC — “Intellectually Challenging”5 records · raw score out of 100

Boston College's own “intellectually challenging” question for this class only — students answer it positively about courses that stretched them, so it measures intellectual challenge and NOT grading, workload or quality. Almost every BC class scores high on it, which is why it is shown as a rank rather than a score.

What the workload rank is made of

25thMore work than 25% of BC classesranked against every one we hold

40BC — “Workload”5 records · raw score out of 100

Boston College reports workload for this class only as one of five bands, not as a number of hours, and it does not publish what the bands mean — so this site will not translate it into hours. Higher means more work, which is not the same as worse.

Self-regulated learning is a process that involves setting learning and academic goals, monitoring your progress toward these goals, and making adjustments when you realize that you are not on track to be successful. The course will primarily focus on the ways that motivation and emotion contribute to this process. For example, students will examine the motivations that lead individuals to adopt particular achievement goals (e.g., the goal of getting a good grade), the ways in which these goals impact learners behaviors, and the impact of these behaviors on important outcomes (e.g., grades and well-being). Students in the course will also examine different types of emotions (e.g.,curiosity, boredom, frustration, etc.) that learners experience when pursuing their academic goals and the ways in which these emotions can support or hinder their achievement of these goals. In addition to examining motivation and emotion as factors shape learners' achievement and self-regulation, the course will explore some of the ways in which motivation and emotion can themselves be regulated. For example, students will learn about the kinds of strategies that individuals use to bolster their motivation when they feel like quitting or to calm themselves down when they are feeling anxious. Although the course will explore some of the ways that motivation, emotion, and self-regulation develop, its main focus will be on how adolescents and young adults pursue their learning goals. APSY3233 was offered last semester as APSY4233, but is currently only open to undergraduate students.

The only instructor on record

5 sections · nobody else has taught itFull record

Instructor	Overall	Workload	Challenge
David MieleCounseling, Developmental, and Educational Psychology	855 records	25th	19th

There is no ranking to read here: David Miele is the only instructor with evaluation records for APSY 3233, so the number is a record, not a position.

Also taught by David Miele

6 other classes

Class	Instructors	Course score
APSY 8714Advanced Research in Applied Developmental and Educational Psychology	110 records	97
APSY 2032Cognition and Learning	69 records	85
APSY 1032Research Requirement for APSY1030	15 records	68
APSY 8917Cognitive-Affective Bases of Behavior	25 records	91
APSY 9920Seminar on Current Issues in Counseling, Applied Developmental and Educational Psychology	15 records	75
APSY 1033Research Requirement for APSY1031	14 records	65

Other APSY classes

All of them

Class	Instructors	Course score
APSY 7748Foundations of Counseling II	3296 records	85
APSY 7440Foundations of Counseling I	1164 records	85
APSY 1030Child Development	1558 records	80
APSY 1031Family, School, and Society	1443 records	83
APSY 7661Practicum and Internship Seminar II	1343 records	90
APSY 7660Practicum and Internship Seminar I	1339 records	88

The line

All 13 items · means across 5 records

The Professor4 items

Clearly Explains MaterialThe instructor was effective at creating an understanding of difficult subject matter.

9132nd pctl

Available Outside of ClassThe instructor was available for help outside of class.

9133rd pctl

Brings Out Your Best WorkThe instructor motivated me to do my best work.

8824th pctl

Sparked My InterestThe course stimulated my interest in the subject matter.

8921st pctl

The Course3 items

Well-Organized CourseThe course was well organized.

9149th pctl

Clear Learning GoalsThe learning objectives for the course were clear.

9145th pctl

Useful Beyond the CourseWhat I learned is applicable beyond this course.

9350th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

8935th pctl

Gives Feedback PromptlyI received feedback on my work in a timely manner.

768th pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

8417th pctl

Workload, difficulty & attendanceNot ratings

WorkloadHow much work the course took outside class, on Boston College's five-band scale — the band boundaries are not published, so this is not a number of hours.

4025th pctl

Intellectually ChallengingThe course was intellectually challenging.

8419th pctl

Attendance MattersAttending class was necessary to do well in this course.

9144th pctl

Bar length is the rank against every comparable record we hold, not the raw score: BC's questions all have a median around 4.5, so a raw-scale bar would be nearly full on every row and would tell you nothing. Every bar is one ink colour — nothing here is graded green or red. The hatched bars are not ratings at all: a higher number on either describes a different course, not a better one.

Game log

5 sections · newest first

Instructor	Term	Sec	Instr	Course	Work
David Miele	Spring 2026	01	86	79	40
David Miele	Fall 2024	01	86	82	40
David Miele	Spring 2024	01	91	90	40
David Miele	Fall 2023	01	82	82	—
David Miele	Fall 2022	01	77	78	40

How to read this boardInstructors are ranked on their record in this class only, never on their average across everything they teach. Scores are out of 100 — Boston College's 1–5 agreement scale, ×20, the way these numbers were printed for years. Workload is BC's own five-band figure, not a number of hours, and is shown as a rank. A dash means the question was not reported, and is never a zero.