5-135 Education North Building
Research and Interests
Pre-service teachers are a unique group because they are simultaneously students and teachers. Thus, they are the focal point of much of my current research, which looks at the motivation and emotions of pre-service primarily during their B.Ed, but also as practicing teachers. Most of my research combines mastery and performance goals with discrete emotions like anxiety, boredom, or enjoyment and examines a range of outcomes including achievement, commitment, assessment beliefs, instructional practices, and wellbeing. Additionally, my research in interventions is designed to help pre-service teachers facilitate positive motivation and emotions in their own students. 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. To create such a research-rich environment for students, I work with Dr. Rob Klassen as a co-director in the Alberta Centre for Motivation and Emotions (ACME).
Daniels, L. M., Mandzuk, D., Perry, R. P., & Moore, C. (2011). The impact of teacher candidates’ perceptions of their initial teacher education program on teaching anxiety, efficacy, and commitment. Alberta Journal of Educational Research, 57, 88-106. 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. DOI: 10.1037/a0016096
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584-608, doi:10.1016/j.cedpsych.2007.08.002.
Haynes, T. L., Daniels, L. M., Stupnisky, R. H., Perry, R. P. & Hladkyj, S. (2008). The effect of Attributional Retraining on mastery and performance motivation among first-year college students. Basic and Applied Social Psychology, 30, 198-207, DOI: 10.1080/01973530802374972
Nett, U. E., Götz, T., & Daniels, L. M. (2010). What to do when feeling bored? Students’ strategies for coping with boredom. Learning and Individual Differences, 20, 626-638. doi:10.1016/j.lindif.2010.09.004
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., Perry, R. P. (2010). Boredom in Achievement Settings: Control-Value Antecedents and Performance Consequences of a Neglected Emotion. Journal of Educational Psychology, 102, 531-549. DOI: 10.1037/a0019243
- EDPY 303: Educational Assessment
- EDPY 404: Adolescent Development
- EDPY 501: Introduction to Educational Research
- EDPY 517: Lifespan Development
- EDPY 609: Select Topics in Human Development: The development of emotion and emotion regulation