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2020-01-18

Gabrielle N. Pelletier, Lauren D. Goegan, Devon J. Chazan, Lia M. Daniels

The popularity of mindset theory has resulted in a surge of mindset interventions in schools. However, with increased popularity, there is the potential for misunderstandings and hesitations about what a growth mindset fully entails. Therefore, we sought to disentangle which components of growth...

2019-01-01

Lia M. Daniels, Lauren D. Goegan

Helping junior high and high school students remain interested in science increases the chance that they will pursue careers in science. However, there are many different ways to trigger or sustain interest. Utility-value writing assignments represent a type of motivation intervention that has...

2020-01-01

Lia M. Daniels, Devon Chazan, Lauren Goegan, Julia Farmer

Professional development (PD) is one way to maintain or increase teacher effectiveness in any number of domains. However, PD comes in many formats and with a wide range of evidence on its effectiveness – both of which can shape teachers’ perspectives of the PD even before they participate. The...

2016-01-01

Lia M. Daniels, Catherine Adams, Adam McCaffrey

Broadly defined as the connection between the learner and his or her learning, student engagement is a motivational construct involving behavioral, cognitive, emotional (Fredricks, Blumenfeld, & Paris, 2004) and social (Klassen, Yerdelen, & Durksen, 2013) components. Although all four components...

2015-01-01

Lia M. Daniels, Virginia, M. C. Tze, Thomas Goetz

Research has shown that boredom impedes students’ academic functioning. Although recent studies have identified varying causes of boredom in school settings and the effectiveness of cognitive-approach coping in managing this negative emotion, little is known about how the perceived causes of...

2015-01-01

Lia M. Daniels

Research shows that personal and classroom goals are important for pre-service and practicing teachers’ personal and professional outcomes; however, no research has examined changes to these types of motivation across the transition from student to teacher. This study followed pre-service...

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...

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...