Our team

Director: Lia Daniels, PhD. I came to the University of Alberta in 2008, after completing a PhD in social psychology at the University of Manitoba. I am a quantitative researcher by training, although over the years I have developed a pragmatic approach to research and have applied a wide range of research methodologies. I work primarily from the theoretical perspectives of mindsets, achievement goal theory, control-value theory of emotions, attribution theory, and self-determination theory. I am excited to bring together graduate students and provide them with excellent research opportunities at the University of Alberta and potentially abroad.

My current research projects address the intersection of motivation and emotions and summative assessment practices with the aim to improve wellbeing through intrinsically motivating assessment. 

Please note: I am NOT recruiting students' for Fall 2024. 

Access Dr. Daniels' CV here.

Google Scholar Link

Devon Chazan, School and Clinical Child Psychology: Devon has worked with children in a variety of settings including both research and applied experiences. Devon has done research related to adolescent peer-victimization, attachment behaviours and eating disorders. She is currently interested in investigating how body image distortions and self-esteem play into student’s academic motivation.

Julia Farmer, School and Clinical Child Psychology: After completing her BSc in Psychology at Dalhousie, Julia moved from Nova Scotia to Alberta to pursue a Master’s degree and is staying at UofA for her PhD. She is interested in motivation and emotions and how these factor into observable behaviours. She is interested in the impact of motivational home environments on extracurricular behaviours particularly leisure reading.

Gabrielle Pelletier, School and Clinical Child Psychology: Gabrielle is working on her PhD and has completed practicums in psycho-educational assessment and school counselling. During her masters, Gabrielle researched mindset theory. She is interested in supporting and advocating for children who have experienced trauma, through community involvement, research, and practice. For her PhD research, she will be exploring trauma-informed care training for pre-service teachers. 

Bryce Dueck, School and Clinical Child Psychology:  Bryce has extensive experience working with children of various abilities in both community and educational settings. She is passionate about mental health awareness and about challenging the stigma surrounding anxiety and related disorders in school age children. 

Sierra Tulloch, School and Clinical Child Psychology:  Sierra has worked alongside children and adolescents in various sport, community, and educational settings. She is curious how young people perceive body-image, and is passionate about their intertwined physical and mental health. 

Tessa Pollit, Psychological Studies in Education: Tessa has been an educator for 5 years and worked in a Positive Behaviour Support program where she supported the development of students with severe and complex emotional and behavioural challenges, and neurodevelopmental disorders. She is highly motivated to conduct impactful research using her experiences to better understand and support children with complex needs in the inclusive classroom. 

Kendra Wells, Psychological Studies in Education:  Kendra has worked with youth as both a teacher and coach. She is interested in exploring the impact that connections with other people has on motivation. She’s passionate about researching the effects of the COVID-19 pandemic and online learning on interpersonal relationships.

Tetiana Polishchuk, Psychological Studies in Education:  Tania received her education as a counseling psychologist in Ukraine and is currently doing her PhD in the PSE program at the U of A. She is interested in humanistic and social psychology and how we are motivated to grow. Tanya is passionate about learning how inspiration can help empower people.

Michelle Brady, School and Clinical Child Psychology:  Michelle has supported children alongside school-based teams in various education settings. She values equity and appreciates the complexity of inclusive learning environments. Her experience elicits her research interest in classroom dynamics and passion for supporting students and teachers alike.