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Skip to Search Results- 129The Alberta Consortium for Motivation and Emotion (ACME)
- 65The Alberta Consortium for Motivation and Emotion (ACME)/Research Briefs (ACME)
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- 24Lia M. Daniels
- 22Lauren Goegan
- 15Lauren D. Goegan
- 11Daniels, Lia M.
- 10Parker, Patti C.
- 7Devon Chazan
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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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The Role of Secondary Control in Fostering Psychosocial Wellbeing for Athletes During Setbacks
Download2022-05-01
Parker, Patti C., Daniels, Lia M., Mosewich, Amber D.
To date, empirical evidence on the function of secondary control (SC; e.g., adjusting the self to the environment) in sport is lacking. Previous control research shows SC in health and achievement settings can be adaptive for individuals facing setbacks when primary control (PC; e.g., acting 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Unpublished Honour's Thesis: COVID-19 Impact on Basic Psychological Needs and Commitment to Sport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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2010-04-15
The summary of results presented in this document is part of a larger 3-year project funded through a SSHRC standard operating grant awarded to Dr. Lia Daniels (410-2009-0172). The overarching objective of this program of research is to consider the influence of student teachers’ personal...
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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...