Lia M Daniels
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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, 2008
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
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
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
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
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, 2008
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
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
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
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
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
When do students ask why? Examining the precursors and outcomes of causal search among first-year college students
RH Stupnisky, TL Stewart, LM Daniels, RP Perry
Contemporary Educational Psychology 36 (3), 201-211, 2011
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