6-123F Education North Building
Research and Interests
Dr. Daniels’ research focuses on the experience of motivation and emotions, their antecedents, and their impact across a variety of contexts. She is primarily a quantitative researcher who works from a variety of theoretical lenses including the Control-Value Theory of Emotions, Attribution Theory, Achievement Goal Theory, and Self-Determination Theory. Her overarching objective is to better understand how to support adaptive motivation and emotions thereby contributing to favourable outcomes in school, work, and therapeutic settings. I am interested in working with graduate students who would like to be actively involved in my program of research as well as pursue their own research interests related to motivation and/or emotions. With my students I am currently pursuing topics such as: Attributions when teaching students with FASD; Motivations behind sexting; Teachers’ motivational practices; Motivation to pursue counselling; Coping with boredom; and Motivation in Massive Open Online Courses (MOOCs); Creating optimally motivating classrooms. To support this type of research-rich environment for students, I direct the Alberta Consortium for Motivation and Emotion (ACME) with Dr. Robert Klassen (University of York, UK).
* Indicates student author
Daniels, L. M., Adam, C. & McCaffrey*, A. (2016). Emotional and Social Engagement in an xMOOC: The Case of Dino 101. In Sharon Tettegah & M. P. McCreery (eds.). Emotions, Technology, and Learning, pp 25-41.
Tze*, V. M. C., Daniels, L. M., & Klassen, R. M. (2016). Evaluating the effects between boredom and academic outcomes: A meta-analysis. Educational Psychology Review, 28, 119–144.
Daniels, L. M., Radil*, A., & Wagner*, A. (2016). Concordance between pre-service teachers’ personal responsibilities and intended instructional practices. Journal of Experimental Education, 84, 529-553.
Daniels, L. M., Tze*, V., & Goetz, T. (2015). Examining boredom: Different causes for different coping profiles. Learning and Individual Differences, 37, 255-261.
Daniels, L. M. (2013). From Pre-Service to Practicing Teacher: Considering the Stability of Personal and Classroom Mastery and Performance Goals. Educational Psychology. doi:10.1080/01443410.2013.870329
Daniels, L. M., Frenzel, A., Stupnisky, R. H., Stewart, T. L., & Perry, R. P. (2013). Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers. British Journal of Educational Psychology, 83, 396-413.
Daniels, L. M., & Stupnisky, R. H. (2012). Not that different in theory: A discussion of the control-value theory of emotions in online and face-to-face learning environments. Internet in Higher Education, 15, 222-226.
Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). Affective antecedents, mastery and performance goals, emotion outcomes, and academic attainment: Testing a longitudinal model. Journal of Educational Psychology, 101, 948-963.
Tze*, V. M. C., Klassen, R. M., & Daniels, L. M. (2014). Patterns of Boredom and Its Relationship With Perceived Autonomy Support and Engagement. Contemporary Educational Psychology, 39, 175-187. doi: 10.1016/j.cedpsych.2014.05.001
- EDPY 303: Educational Assessment
- EDPY 304: Adolescent Development and Learning
- EDPY 501: Introduction to Educational Research
- EDPY 517: Child/Adolescent Development: Theories and Issues
- EDPY 599/699: Achievement Motivation
- EDPY 609: Select Topics in Human Development: The development of emotion and emotion regulation