Lia Daniels, PhD

Professor, Faculty of Education - Educational Psychology Dept

Pronouns: she/her


Professor, Faculty of Education - Educational Psychology Dept
6-123F Education Centre - North
8730 - 112 St NW
T6G 2G5



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. She is currently launching a new program of research to bring motivation frameworks to bear on assessment practices in higher education.

With her students she is currently pursuing topics such as: the emotional lives of teachers; coping with boredom; graduate student self-care and motivation; trauma-informed approaches; motivational interference with body image; and motivation for leisure reading. To support this type of research-rich environment for students, Dr. Daniels directs the Alberta Consortium for Motivation and Emotion (ACME) and as of July 1, 2021 is also Director of the Centre for Research in Applied Measurement and Evaluation (CRAME). Please visit ACME and CRAME for more information on Dr. Daniels' research bridging motivation and assessment.


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


Dr. Daniels is recruiting one new master's student for Fall 2022 with an interest in motivation, emotions, and assessment.


EDPY 303 - Educational Assessment

This course will introduce students to the complexity of classroom assessment as a means of supporting and measuring student learning. The intent of this course is to develop an understanding of important concepts and issues in the evaluation of a learner's knowledge and skills, and to develop competence in constructing instruments and processes to evaluate learner performance. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar. For Elementary Route Students: Prerequisites: EDU 100/300, EDU 210, EDU 211, and EDPY 302; Pre/corequisites: EDEL 305, EDEL 316, and courses in the Introductory Professional Term (IPT), including EDFX 325. For Secondary Route Students: Prerequisites: *9 in the Major subject area, EDU 100/300, EDU 210, EDU 211, and EDPY 304; Corequisites: courses in the Introductory Professional Term (IPT), including EDFX 350.

Fall Term 2022 Fall Term 2022

EDPY 601 - Advanced Doctoral Research Seminar

This course is designed to provide doctoral students with a forum to gain skills and discuss topics related to conducting theoretical and applied research relevant to the practice of psychology. Prerequisite: EDPY 501, EDPY 505 or EDPY 503.

Winter Term 2023

EDPY 616 - Achievement Motivation

This course provides a general overview of human motivation from a psychological perspective. Students may not receive credit for both EDPY 616 and EDPY 597/697 topic of Academic Motivation.

Winter Term 2023

Browse more courses taught by Lia Daniels


Targeting Both Motivation Beliefs and Practices in an Online Intervention for Pre-service Teachers

Author(s): Daniels, LM, Goegan, LD, Radil, AI, & Dueck, B. S
Publication Date: 2020
Publication: British Journal of Educational Psychology

Objective Score Versus Subjective Satisfaction: Impact on Emotions Following Immediate Score Reporting

Author(s): Daniels, L M
Publication Date: 2019
Publication: The Journal of Experimental Education
Issue: 88
Page Numbers: 578-594

Enhancing our understanding of teachers’ personal responsibility for student motivation: Mixed insights informing theory, measurement, and practice

Author(s): Daniels, L. M., Poth, C. A. & Goegan, L. D.
Publication Date: 2018
Publication: Frontiers: Educational Psychology

Approaches to classroom instruction and assessment: Understanding the influence of pre-service teachers’ preconceptions.

Author(s): Daniels, L. M. & Poth, C. A
Publication Date: 2017
Publication: Educational Psychology
Issue: 37
Page Numbers: 835-853

Concordance between pre-service teachers’ personal responsibilities and intended instructional practices

Author(s): Daniels, L. M., Radil, A., & Wagner, A.
Publication Date: 2016
Publication: Journal of Experimental Education
Issue: 84
Page Numbers: 529-553

From Pre-Service to Practicing Teacher: Considering the Stability of Personal and Classroom Mastery and Performance Goals

Author(s): Daniels, L. M.
Publication Date: 2015
Publication: Educational Psychology
Issue: 35
Page Numbers: 984-1005

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 Date: 2013
Publication: British Journal of Educational Psychology
Page Numbers: 396-413

Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes

Author(s): Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N., & Pekrun, R
Publication Date: 2008
Publication: Contemporary Educational Psychology
Issue: 33
Page Numbers: 584-608