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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...

2018-01-01

Lia M. Daniels, Cheryl Poth, Lauren D. Goegan

As measured by the Teachers Responsibility Scale, teachers appear to have surprisingly low levels of personal responsibility for student motivation even though they qualitatively identify low student motivation as a major teaching concern. Thus, the purpose of the current mixed methods research...

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...

2019-01-01

Lauren D. Goegan, Lily Le, Brigitte P. Rioux, Lia M. Daniels

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...

2022-06-17

Sierra L. P. Tulloch, Bryce S. Dueck, Lauren D. Goegan, Nigel M. Lou, Morgan Klevyer, Darren Sweeney, Sarah Holmgren, Kimberly A. Noels, Lia M. Daniels

Evidence generally supports a positive association between growth mindset and academic outcomes, even if the experimental evidence for growth mindset interventions precisely is somewhat more tenuous. This is promising as the concept of growth mindsets have grown in popularity with a proliferation...

2021-07-01

Lauren D. Goegan, Devon J. Chazan, Lia M. Daniels

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...

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...

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...