Lia M. Daniels

Best Publications

• Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

  Reinhard Pekrun;Thomas Goetz;Lia M. Daniels;Robert H. Stupnisky

  1498
  Citations

• A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

  Lia M. Daniels;Robert H. Stupnisky;Reinhard Pekrun;Tara L. Haynes

  477
  Citations

• Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes.

  Lia M. Daniels;Tara L. Haynes;Robert H. Stupnisky;Raymond P. Perry

  450
  Citations

• Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)

  Anne C. Frenzel;Reinhard Pekrun;Thomas Goetz;Lia M. Daniels

  446
  Citations

• Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis

  Virginia M. C. Tze;Lia M. Daniels;Robert M. Klassen

  417
  Citations

• Teacher emotions in the classroom and their implications for students

  Anne C. Frenzel;Lia Daniels;Irena Burić

  358
  Citations

• What to do when feeling bored? Students' strategies for coping with boredom.

  Ulrike E. Nett;Thomas Goetz;Lia M. Daniels

  289
  Citations

• The Interrelation of First-Year College Students' Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement.

  Robert H. Stupnisky;Robert D. Renaud;Lia M. Daniels;Tara L. Haynes

  285
  Citations

• Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning

  Tracy L. Durksen;Robert M. Klassen;Lia M. Daniels

  265
  Citations

• A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students

  Tara L. Haynes;Raymond P. Perry;Robert H. Stupnisky;Lia M. Daniels

  211
  Citations

• The AEQ-S: A short version of the Achievement Emotions Questionnaire

  Maik Bieleke;Katarzyna Gogol;Thomas Goetz;Lia Daniels

  192
  Citations

• The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions

  Unknown

  174
  Citations

• Patterns of boredom and its relationship with perceived autonomy support and engagement

  Virginia M.C. Tze;Robert M. Klassen;Lia M. Daniels

  145
  Citations

• Relieving career anxiety and indecision: the role of undergraduate students’ perceived control and faculty affiliations

  Lia M. Daniels;Tara L. Stewart;Robert H. Stupnisky;Raymond P. Perry

  144
  Citations

• Not that Different in Theory: Discussing the Control-Value Theory of Emotions in Online Learning Environments.

  Lia M. Daniels;Robert H. Stupnisky

  135
  Citations

• Examining boredom : Different causes for different coping profiles

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

  133
  Citations

• The Effect of Attributional Retraining on Mastery and Performance Motivation Among First-Year College Students

  Tara L. Haynes;Lia M. Daniels;Robert H. Stupnisky;Raymond P. Perry

  105
  Citations

• Attributional (explanatory) thinking about failure in new achievement settings

  Raymond P. Perry;Robert H. Stupnisky;Lia M. Daniels;Tara L. Haynes

  104
  Citations

• Attributional Retraining: reducing the likelihood of failure

  Tara L. Haynes Stewart;Rodney A. Clifton;Lia M. Daniels;Raymond P. Perry

  101
  Citations

• Canadian and Chinese university students' approaches to coping with academic boredom

  Virginia M.C. Tze;Lia M. Daniels;Robert M. Klassen;Robert M. Klassen;Johnson C.-H. Li

  100
  Citations