Lia Daniels

Lia Daniels

Associate Professor

Educational Psychology
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 achievement 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. Dr. Daniels is interested in working with graduate students who would like to be actively involved in her program of research as well as pursue their own research interests related to motivation and/or emotions. Her students are currently pursuing topics such as: Mindsets for professionals working with children affected by FASD; Motivations behind sexting; Motivation to pursue counselling; Emotion contagion; Achievement goals and burnout; and Leveraging motivation to support success of students with learning disabilities in university. Dr. Daniels’ students have a strong record of securing funding, attending conferences, and writing for publication. 

Selected Publications

* 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

Courses Taught

  • 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