Journal Articles (ACME)

2019-01-01

Lauren D Goegan, Amy Domenique Gadsden, Wyatt Schiefelbein, Lia M Daniels

2022-01-01

Bakhtiar, Aishah, Hadwin, Allyson F.

Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviours—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates...

2020-01-01

Lia M. Daniels

There are positive feedback loops between students’ grades and emotions. However, subjective appraisals, not grades, are theorized to trigger emotions. We extended previous research by comparing the effects of objective score and subjective appraisals of the score (i.e., satisfaction) on...

2020-01-01

Lia M. Daniels, Bryce S. Dueck, Lauren D. Goegan

Teachers assume personal responsibility in four domains: student motivation, student achievement, relationships with students, and the quality of their own teaching. In all existing research, pre-service and practicing teachers score lowest in the motivation domain. This may be because some...

2022-06-16

Daniels, LM, Goegan, LD, Tulloch, SLP, Lou, NM, Noels, KA

Evidence generally supports a positive association between growth mindset and academic outcomes, even if the experimental evidence for growth mindset interventions is somewhat more tenuous. From an applied perspective, the concept of growth mindsets has grown in popularity with a proliferation of...

2024-01-30

Daniels, LM., Wells, K.

Abstract: Classroom assessment appears to be a source of constant stress and anxiety in the lives of post-secondary students. As something unique to students, assessment is easily identified as an important contributor to the mental health crisis on post-secondary campus. Despite this, reforms to...

2021-01-14

Virginia M. C. Tze, Johnson C.-H. Li, Lia M. Daniels

Although previous research showed that discrete social-emotional skills such as empathy, motivation, and social relationships in school significantly predict academic achievement, students tend to use various social-emotional skills in combination. As such previous investigations cannot comment...

2019-01-01

Lia M. Daniels, Lauren D. Goegan, Amanda I. Radil, Jona R. Frohlich

Pre-service teachers can be considered simultaneously students and teachers and therefore likely have both academic and professional goals. However, once in a professional program, predicting professional outcomes becomes somewhat more important than academic ones. This distinction may have...

2020-01-01

Tze, Virginia M. C, Daniels, Lia M, Hamm, Jeremy M., Parker, Patti C., Perry, Raymond P.

This study used latent transition analysis (LTA) to examine stability and change in the emotion profiles of university students during a two-semester course. Three positive emotions (i.e., hope, pride, and happiness) and five negative emotions (i.e., guilt, helplessness, anger, shame, and regret)...

2019-01-01

Lia M Daniels, Okan Bulut

In computer-based testing (CBT) environments instructors can provide students with feedback immediately. Commonly, instructors give students their percentage correct without additional descriptive feedback. Our objectives were (a) to compare stu- dents’ perceived usefulness of a percentage-only...