| 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 | 1813 | 2010 |
| Teacher emotions in the classroom and their implications for students AC Frenzel, L Daniels, I Burić Educational psychologist 56 (4), 250-264, 2021 | 639 | 2021 |
| 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 | 621 | 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 | 554 | 2016 |
| 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 | 546 | 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 | 515 | 2008 |
| 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 | 425 | 2017 |
| 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 | 387 | 2010 |
| 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 | 322 | 2008 |
| The AEQ-S: A short version of the Achievement Emotions Questionnaire M Bieleke, K Gogol, T Goetz, L Daniels, R Pekrun Contemporary Educational Psychology 65, 101940, 2021 | 288 | 2021 |
| The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions LM Daniels, LD Goegan, PC Parker Social Psychology of Education 24 (1), 299-318, 2021 | 276 | 2021 |
| 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 | 254 | 2009 |
| 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 | 181 | 2011 |
| 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 | 170 | 2012 |
| Examining boredom: Different causes for different coping profiles LM Daniels, VMC Tze, T Goetz Learning and Individual Differences 37, 255-261, 2015 | 169 | 2015 |
| 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 | 157 | 2014 |
| Testing a model of pretenure faculty members’ teaching and research success: Motivation as a mediator of balance, expectations, and collegiality RH Stupnisky, NC Hall, LM Daniels, E Mensah The Journal of Higher Education 88 (3), 376-400, 2017 | 122 | 2017 |
| Achievement goal theory review: An application to school psychology DJ Chazan, GN Pelletier, LM Daniels Canadian Journal of School Psychology 37 (1), 40-56, 2022 | 117 | 2022 |
| 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 | 116 | 2013 |
| 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 | 116 | 2008 |
Raymond P. PerryUniversity of ManitobaVerified email at cc.umanitoba.ca
