Lia M Daniels
Lia M Daniels
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Zitiert von
Zitiert von
Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.
R Pekrun, T Goetz, LM Daniels, RH Stupnisky, RP Perry
Journal of educational psychology 102 (3), 531, 2010
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.
LM Daniels, RH Stupnisky, R Pekrun, TL Haynes, RP Perry, NE Newall
Journal of Educational Psychology 101 (4), 948, 2009
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes
LM Daniels, TL Haynes, RH Stupnisky, RP Perry, NE Newall, R Pekrun
Contemporary Educational Psychology 33 (4), 584-608, 2008
The interrelation of first-year college students’ critical thinking disposition, perceived academic control, and academic achievement
RH Stupnisky, RD Renaud, LM Daniels, TL Haynes, RP Perry
Research in Higher Education 49 (6), 513-530, 2008
Measuring teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)
AC Frenzel, R Pekrun, T Goetz, LM Daniels, TL Durksen, B Becker-Kurz, ...
Contemporary Educational Psychology 46, 148-163, 2016
Evaluating the relationship between boredom and academic outcomes: A meta-analysis
VMC Tze, LM Daniels, RM Klassen
Educational Psychology Review 28 (1), 119-144, 2016
What to do when feeling bored?: Students' strategies for coping with boredom
UE Nett, T Goetz, LM Daniels
Learning and Individual Differences 20 (6), 626-638, 2010
A review of attributional retraining treatments: Fostering engagement and persistence in vulnerable college students
TL Haynes, RP Perry, RH Stupnisky, LM Daniels
Higher education: Handbook of theory and research, 227-272, 2009
Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning
TL Durksen, RM Klassen, LM Daniels
Teaching and teacher education 67, 53-66, 2017
Not that different in theory: Discussing the control-value theory of emotions in online learning environments
LM Daniels, RH Stupnisky
The Internet and Higher Education 15 (3), 222-226, 2012
Attributional retraining: Reducing the likelihood of failure
TLH Stewart, RA Clifton, LM Daniels, RP Perry, JG Chipperfield, ...
Social Psychology of Education 14 (1), 75-92, 2011
Relieving career anxiety and indecision: The role of undergraduate students’ perceived control and faculty affiliations
LM Daniels, TL Stewart, RH Stupnisky, RP Perry, T LoVerso
Social Psychology of Education 14 (3), 409-426, 2011
The effect of attributional retraining on mastery and performance motivation among first-year college students
TL Haynes, LM Daniels, RH Stupnisky, RP Perry, S Hladkyj
Basic and Applied Social Psychology 30 (3), 198-207, 2008
Attributional (explanatory) thinking about failure in new achievement settings
RP Perry, RH Stupnisky, LM Daniels, TL Haynes
European Journal of Psychology of Education 23 (4), 459-475, 2008
Patterns of boredom and its relationship with perceived autonomy support and engagement
VMC Tze, RM Klassen, LM Daniels
Contemporary Educational Psychology 39 (3), 175-187, 2014
Canadian and Chinese university students' approaches to coping with academic boredom
VMC Tze, LM Daniels, RM Klassen, JCH Li
Learning and Individual Differences 23, 32-43, 2013
Examining boredom: Different causes for different coping profiles
LM Daniels, VMC Tze, T Goetz
Learning and Individual Differences 37, 255-261, 2015
Student teachers’ competence and career certainty: The effects of career anxiety and perceived control
LM Daniels, RA Clifton, RP Perry, D Mandzuk, NC Hall
Social Psychology of education 9 (4), 405-423, 2006
Motivation in a MOOC: a probabilistic analysis of online learners’ basic psychological needs
TL Durksen, MW Chu, ZF Ahmad, AI Radil, LM Daniels
Social Psychology of Education 19 (2), 241-260, 2016
Getting the Job: Attributional Retraining and the Employment Interview1
SE Jackson, NC Hall, PM Rowe, LM Daniels
Journal of Applied Social Psychology 39 (4), 973-998, 2009
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