College of Education and Human Development - George Mason University

Dr. Michelle M. Buehl
PhD, University of Maryland, College Park
Division Director (Spring), Division of Educational Psychology and Research Methods
Academic Program Coordinator, Educational Psychology
Educational Psychology, PhD in Education
Research Methodology

Contact Information

Send email to Dr. Buehl

Phone: (703) 993-9175
Fax: (703) 993-2013
Email: mbuehl (

George Mason University
Fairfax Campus
West Building 2104
4400 University Dr.
MS 6D2
Fairfax, VA 22030


Michelle M. Buehl is an Associate Professor of Education affiliated with the Educational Psychology Program, Graduate School of Education, College of Education and Human Development, George Mason University. She received her PhD in Human Development with a specialization in Educational Psychology in 2003 and her MA in Measurement, Statistics, and Evaluation in 2002, both from the University of Maryland, College Park.

Michelle's research interests focus on the role of student and teacher beliefs, particularly their beliefs about knowledge, in relation to learning, motivation, and academic development. She has published in outlets such as Journal of Educational Psychology, Contemporary Educational Psychology, American Educational Research Journal, Educational Psychology Review, and International Journal of Educational Research.

Before joining the faculty at George Mason, Michelle was an Assistant Professor at the University of Memphis from 2003-2006. She received her BA from Hollins University (formerly Hollins College) in Roanoke, Virginia with a major in psychology.

Research Interests
  • Student and Teacher Beliefs
  • Motivation
  • Academic Development
Recent Publications
  • Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beliefs. International Journal of Educational Research, 45, 28-42.
  • Buehl, M. M. & Alexander, P. A. (2005). Motivation and performance differences among domain-specific epistemological belief clusters. American Educational Research Journal, 42, 697-726.
  • Alexander, P. A., Sperl, C. T., Buehl, M. M., Fives, H., & Chiu, S. (2004). Modeling domain learning: Profiles from the field of Special Education. Journal of Educational Psychology, 96, 545-577.
  • Buehl, M. M., & Alexander, P. A. (2004). Longitudinal and cross-cultural trends in young children's analogical and mathematical reasoning abilities. In L. English (Ed.) Mathematical and analogical reasoning of young children (pp. 47-76). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Alexander, P. A., Fives, H., Buehl, M. M., Mulhern, J. (2002). Teaching as persuasion. Teaching and Teacher Education, 18, 795-813.
  • Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain general or domain specific? Contemporary Educational Psychology, 27, 415-449.
  • Alexander, P. A., Buehl, M. M., & Sperl, C. T. (2001). The persuasiveness of persuasive discourses. International Journal of Educational Research, 3, 651-674.
  • Buehl, M. M., Alexander, P. A., Murphy, P. K., & Sperl, C. T. (2001). Profiling persuasion: The role of beliefs, knowledge, and interest in the processing of persuasive texts that vary by argument structure. Journal of Literacy Research, 33, 269-301.
  • Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. [Special Issue: Knowledge and Beliefs] Educational Psychological Review, 13, 385-418.