Lia Daniels, PhD

Associate Professor, Faculty of Education - Educational Psychology Dept


Associate Professor, Faculty of Education - Educational Psychology Dept
(780) 492-4761
6-123F Education Centre - North
8730 - 112 St NW
Edmonton AB
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. 

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) 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


EDPY 304 - Adolescent Development and Learning

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 Date: 2014
Publication: Educational Psychology

How do teachers want students to cope with boredom?
Author(s): Daniels, L. M. & Tze*, V. M. C.
Publication Date: 2014
Publication: ASCD Express: Closing the Engagement Gap
Volume: 9
Issue: 8

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 Date: 2014
Publication: European Journal of Psychology of Education
Volume: 29
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 Date: 2014
Publication: Educational Assessment
Volume: 19
Issue: 139-158

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