Associate Professor, Faculty of Education - Educational Psychology Dept
6-123F Education Centre - North
8730 - 112 St NW
Dr. Daniels came to the University of Alberta in 2008 after completing her PhD in Social Psychology at the University of Manitoba. She is an avid supporter of graduate students. She was the 2017 recipient of the GSA Graduate Student Supervisor Award for the Social Sciences and the 2018 Faculty of Education Graduate Student Teaching Award winner. In 2018 Dr. Daniels was identified as a top-producing female author in educational psychology journals 2009-2016 in an independent analysis undertaken by Greenbaum and colleagues as published in Educational Psychology Review.
Dr. Daniels’ SSHRC-funded 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.
With her students she is currently pursuing topics such as: Virtual reality interventions to reduce pre-service teacher anxiety; Emotional contagion between teachers and students; Motivations behind sexting; Teachers’ motivational practices; Coping with boredom; Motivational interference with body image; Creating optimally motivating classrooms; Motivation in students with learning disabilities; and Motivation for reading. To support this type of research-rich environment for students, Dr. Daniels directs the Alberta Consortium for Motivation and Emotion (ACME) https://sites.google.com/ualberta.ca/acme/home
. Please visit her website for recent projects and dissemination.
EDPY 601 Advanced Doctoral Research Seminar
EDPY 616 Achievement Motivation
EDPY 517 Child and Adolescent Development
EDPY 501 Introduction to Educational Research
EDPY 304 Adolescent Development and Learning
EDPY 303 Classroom Assessment
This course will include theories of development and learning, sociocultural influences on development and learning, and contexts of identity and health of adolescents. Prerequisite EDU 100 or pre/corequisite EDU 300 (After Degree students). Students may not receive credit for both EDPY 304 and EDPY 404. This course may not be taken for credit if credit for PSYCO 327 or PSYCO 223 is already awarded. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.
Fall Term 2020
From Pre-Service to Practicing Teacher: Considering the Stability of Personal and Classroom Mastery and Performance Goals
Author(s): Daniels, L. M.
Publication: Educational Psychology
How do teachers want students to cope with boredom?
Author(s): Daniels, L. M. & Tze*, V. M. C.
Publication: ASCD Express: Closing the Engagement Gap
The longitudinal effects of achievement goals and perceived control on university student achievement
Author(s): Daniels, L. M., Perry, R. P., Stupnisky, R. H., Stewart, T. L., Newall, N. E., & Clifton, R. A.
Publication: European Journal of Psychology of Education
Page Numbers: 175-194
Validating the conceptions of assessment-III scale in Canadian pre-service teachers
Author(s): Daniels, L. M., Poth, C., Hutchison*, M. & Papile*, C.
Publication: Educational Assessment
Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers
Author(s): Daniels, L. M., Frenzel, A., Stupnisky, R. H., Stewart, T. L., & Perry, R. P.
Publication: British Journal of Educational Psychology
Page Numbers: 396-413