Journal Articles (ACME)
Items in this Collection
- 17Lia M. Daniels
- 8Lauren D. Goegan
- 3Amanda I. Radil
- 3Daniels, Lia M
- 3Lia M Daniels
- 3Parker, Patti C.
- 5pre-service teachers
- 4motivation
- 3basic psychological needs
- 3student motivation
- 2Dyslexia
- 2Educators
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The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants
Download2022-01-01
The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs should...
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The Impact of COVID-19-triggered Changes to Instruction and Assessment on University Students’ Self-Reported Motivation, Engagement, and Perceptions
Download2022-01-22
Daniels, Lia M., Goegan, Lauren, D., Parker, Patti C.
In March 2020, university students had to adjust to remote learning in response to the COVID-19 pandemic. This abrupt change likely impacted students’ motivation, engagement, and perceptions of success and cheating. We used a single survey to collect retrospective self-report data from a...
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The Role of Fairness and Basic Psychological Needs in Understanding Dyslexic Students’ Emotions in Classroom Assessment
Download2023-10-30
Lia M. Daniels, Lauren D. Goegan, and Patti C. Parker
Post-secondary students with learning disabilities like dyslexia experience a wide range of emotions related to classroom assessment, perhaps in part because assessment may feel unfair and undermine principles related to wellbeing. To mitigate negative emotions, researchers tend to focus on...
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Unpublished Honour's Thesis: COVID-19 Impact on Basic Psychological Needs and Commitment to Sport
Download2021-04-15
Thesis submitted in partial fulfillment of the requirements for the degree of Honour’s Psychology, B.A.
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Using Epistemic Emotions to Support Canadian Pre-service Teachers Learning about Classroom Assessment
Download2023-10-10
Students feel epistemic emotions like surprise or frustration when they encounter content that conflicts with their beliefs or previous knowledge in a way that can facilitate or hinder learning. Pre-service teachers may find that professional perspectives on assessment conflict with their...
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2024-04-01
Invited Paper for the Summit on Equity, Assessment and Evaluation in Education: Bringing Theory and Practice Together.