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- 3pre-service teachers
- 2Motivation
- 2Pre-service teachers
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- 15The Alberta Consortium for Motivation and Emotion (ACME)
- 8The Alberta Consortium for Motivation and Emotion (ACME)/Journal Articles (ACME)
- 5The Alberta Consortium for Motivation and Emotion (ACME)/Conference Presentations (ACME)
- 2The Alberta Consortium for Motivation and Emotion (ACME)/Research Briefs (ACME)
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2022-06-17
Sierra L. P. Tulloch, Devon J. Chazan, Lauren D. Goegan, Lia M. Daniels
The COVID-19 pandemic has negatively impacted young adults’ physical and mental health. As such, it is imperative that we examine how this life-altering event has influenced their thinking about their bodies despite imminent stress and change. Therefore, we examined young adults’ body...
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Pre-service Teachers’ Reflections on Personal Responsibility for Student Motivation A Video Vignette Study
Download2020-01-01
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...
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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...