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- 15The Alberta Consortium for Motivation and Emotion (ACME)
- 8The Alberta Consortium for Motivation and Emotion (ACME)/Research Briefs (ACME)
- 4The Alberta Consortium for Motivation and Emotion (ACME)/Conference Presentations (ACME)
- 2The Alberta Consortium for Motivation and Emotion (ACME)/Journal Articles (ACME)
- 1The Alberta Consortium for Motivation and Emotion (ACME)/Motivation Resources (ACME)
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2018-04-01
Thank you to the 563 University of Alberta undergraduate students for taking part in our study You have made an important contribution to the advancement of understanding and measuring students’ emotions while writing exams, in class, and studying Below are some initial results from the data that...
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Connecting Pre-Service Teachers' Emotions with a Course Component to Bridge Practice and Theory in Assessment
Download2022-05-23
Kendra Wells, Gabrielle Pelletier, Tessa Pollitt, Lia M. Daniels
Pre-service teachers gain a theoretical understanding of assessment through coursework, but theories do not necessarily transfer to practice (Ogan-Bekiroglu & Suzuk, 2014; DeLuca & Klinger, 2010) Teacher Talks are interviews with practicing teachers. They are a course component designed to bridge...
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2012-01-01
Dr. Lia Daniels, Prof. Robert Klassen
Dr. Lia Daniels (University of Alberta) and Prof. Robert Klassen (The University of York, UK), and a research team of graduate students were interested in exploring motivation and emotions as experienced by university students. The study of students’/pre-service teachers’ emotions and motivation...
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2022-01-04
Research brief from one project embedded in Fall 2021 offerings of EDPY 303 Classroom Assessment.
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2025-03-26
Understanding motivation and emotion is pivotal to transforming educational experiences for both students and educators. In this presentation, Lia M. Daniels, PhD, will use robust social psychological theories to explain how motivation and emotions impact academic outcomes, shape learning...
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2018-01-01
Achievement goal theory is consistently associated with specific cognitions, emotions, and behaviours that support learning in many domains, but has not been examined in postgraduate medical education. The purpose of this research was to examine...