6-123F 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).
Tze, V. M. C., Daniels, L. M., Klassen, R. M., & Li, J. C.-H. (2013). Canadian and Chinese university students’ approaches to coping with academic boredom. Learning and Individual Differences, 23, 32-43.
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., 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
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.
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.
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.
- 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