MAT-Lab - Publications

Research

Current Projects

Understanding the Attributional Processes and Individual Differences that Impact Sport Setback Adaptability
Thompson Rivers University Internal Research Fund Grant, 2025-2026

Principal Investigator

Helping Athletes Maintain Motivation and Increase Psychological Well-being Amidst COVID-19 and Other Setbacks
Social Sciences and Humanities Research Council of Canada - Insight Development Grant, 2021-2025

Principal Investigator (Co-Investigators: Drs. Daniels & Mosewich).

Previous Projects

Exploring Achievement Emotions in a Novel Achievement Setting
SoTL Grant - Centre for Excellence in Learning and Teaching, 2023-2024
Principal Investigator

Black Students’ Lived Experiences of Classroom Assessment and Motivation
Faculty of Education Support for the Advancement of Scholarship - Operating Grant, 2021-2023

Co-Investigator (with Drs. Daniels & Poth).

Examining Achievement Emotions and Designing a Boredom Treatment Intervention in Educational Settings
2020-2022 (Collaborator with Drs. Daniels & Tze)

Selected Publications

Armstrong, H. E., Parker, P. C., & Ortner, C. N. M. (2025). Emotions and climate change: The role of emotion regulation in climate action. Emotion. Advance online publication. https://doi.org/10.1037/emo0001546

Goegan, L. D., Daniels, L. M. & Parker, P. C. (2025). Examining what motivates postsecondary students with Dyslexia when it comes to assessment: It’s about more than getting good grades. Exceptionality Education International, 35(1), 40-56. https://doi.org/10.5206/eei.v35i1.18120

Parker, P. C., Daniels, L. M., & Mosewich, A. D. (2025). Supporting effective setback management in high-performance student-athletes via an online intervention. Current Psychology. https://doi.org/10.1007/s12144-024-07200-0

Parker, P. C., Daniels, L. M., Mosewich, A. D., Pelletier, G., Tulloch, S. (2025). Exploring collegiate athletes’ perceived control beliefs involving sport setback experiences during COVID-19. Journal for the Study of Sports and Athletes in Education, 1-25. https://doi.org/10.1080/19357397.2025.2470097

Parker, P. C., Daniels, L. M., Tulloch, S.L., & Ortner, C. N. M. (2024). Examining the relationship between collegiate athletes’ setback-related control beliefs, rumination, and psychosocial outcomes: A mediation analysis. Journal of Sport and Exercise Psychology, 46(6), 362-372. https://doi.org/10.1123/jsep.2023-0296

Parker, P. C., Daniels, L. M., & Mosewich, A. D. (2024). Collegiate athletes' cognitive beliefs related to setback anxiety and rumination in sport. Research Quarterly for Sport and Exercise, 95(3), 712-721. https://doi.org/10.1080/02701367.2023.2298740

Tze, V., Parker, P. C., & Daniels, L. M. (2024). Boredom intervention: Recommendations, experiences, and preliminary evidence. The Routledge International Handbook of Boredom (pp. 366-381). https://doi.org/10.4324/9781003271536-25

Tze, V. C. M., Rilkoff, V., Daniels, L. M., & Parker, P. C. (2024). Testing Phase 2 of a targeted Boredom Intervention Training program and its impact on boredom misbeliefs. Canadian Journal of School Psychology, 39(1), 100-108. https://doi.org/10.1177/0829573524122

Parker, P. C., Goegan, L. D., Daniels, L. M. (2024). An exploratory mixed-methods study on student-athletes’ motivation for assessment in sport and academic settings. Cogent Education, 11(1), 2298613. https://doi.org/10.1080/2331186X.2023.2298613

Daniels, L. M., Goegan, L. D., & Parker, P. C. (2023). The role of fairness and basic psychological needs in understanding dyslexic students' emotions in classroom assessment. Learning Disabilities--A Contemporary Journal, 21(2). https://doi.org/10.7939/r3-5bgb-8z91

Goegan, L. D., Parker, P. C., & Daniels, L. M. (2023). Connecting basic psychological needs and assessment: The perspectives of postsecondary students with dyslexia. Journal of Postsecondary Education and Disability, 36(3), 241-255.

Parker, P. C., Daniels, L. M., & Goegan, L. D. (2023). Testing a measure of perceived sport control in student athletes. Journal of Sport Behaviour, 46(3), 55-66. https://journalofsportbehavior.org/index.php/JSB/article/view/234

Dryden, R. P., Campbell, A., Perry, R. P., Chipperfield, J. G., Hamm, J. M., Parker, P. C., & Leboe-McGowan, L. (2023). Assisting students in debt to overcome academic setbacks with a cognitive-reframing motivation intervention. Advance online publication. Journal of Educational Psychology, 115(1), 55-72. https://doi.org/10.1037/edu0000770

Parker, P. C., Chipperfield, J. G., Hamm, J. M, Perry, R. P., Krylova, M. V., Chuchmach, L. P., & Hladkyj, S. (2022). Attributional retraining: Promoting psychological wellbeing in older adults with compromised health. Frontiers in Sports and Active Living, 4, 949501. https://doi.org/10.3389/fspor.2022.949501

Parker, P. C., Perry, R. P., Chipperfield, J. G., Hamm, J. M., Daniels, L. M., & Dryden, R. P. (2022). Adjustment and acceptance beliefs in achievement settings: Implications for student wellbeing. Social Psychology of Education, 25(5), 1031-1049. https://doi.org/10.1007/s11218-022-09717-3

Parker, P. C., Perry, R. P., Hamm, J. M., Chipperfield, J. G., Li, J., Leboe-McGowan, L., & Coffee, P. (2022). Cognitive and affective motivation profiles of student-athletes compared to student non-athletes in University. Journal of Contemporary Athletics, Vol. 15 (pp. 187-208). Nova Science Publishers.

Parker, P. C., Beeby, A. M., & Daniels, L. M. (2022). Examining the relationship between basic psychological needs and athlete identity during the COVID-19 pandemic. Frontiers in Sports and Active Living: Psychological Factors in Physical Education and Sport, 4(814301). https://doi.org/10.3389/fspor.2022.814301

Tze, V. C. M., Parker, P. C., & Sukovieff, A. (2022). Motivation in School Psychology (special issue): Control-value theory of achievement emotions and its relevance to school psychology. Canadian Journal of School Psychology, 37(1), 23-39. https://doi.org/10.1177/08295735211053962

Parker, P. C., Tze, V. C. M., Daniels, L. M., & Sukovieff, A. (2021). Boredom Intervention Training Phase I: Increasing boredom knowledge through a psychoeducational video. Special Issue: International Journal of Environmental Research and Public Health (Boredom in Health, Education, and Sports), 18(21), 11712. https://doi.org/10.3390/ijerph182111712

Parker, P. C., Perry, R. P., Coffee, P. C., Chipperfield, J. G., Hamm, J. M., Daniels, L. M., & Dryden, R. P. (2021). The impact of student athlete social identity on psychosocial adjustment during a challenging educational transition. Psychology of Sport and Exercise, 56, 101979. https://doi.org/10.1016/j.psychsport.2021.101979

Tze, V. C. M., Johnson, L., Parker, P. C. (2021). A mediation analysis of enjoyment and boredom in the relationship between perceived control/value and TIMMS 2015 mathematics performance. Current Psychology, 2, 5392–5406 https://doi.org/10.1007/s12144-021-01840-2

Parker, P. C., Perry, R. P., Hamm, J. M., Chipperfield, J. G., Pekrun, R., Daniels, L. M., Dryden, R. P., & Tze, V. (2021). A motivation perspective on achievement appraisals, emotions, and performance in an online learning environment. International Journal of Educational Research, 108, 101772. https://doi.org/10.1016/j.ijer.2021.101772

Dryden, R. P., Perry, R. P., Hamm, J. H., Chipperfield, J. G., Clifton, R., Parker, P. C. & Krylova, M. V. (2021). A motivation treatment to assist first-generation college students overcome academic setbacks. Contemporary Educational Psychology, 64, 101938. https://doi.org/10.1016/j.cedpsych.2020.101938

Daniels., L. M., Goegan, L. D., & Parker, P. C. (2021). Remote Learning during COVID-19: Implications for university student motivation, engagement, and perceptions. Social Psychology of Education, 24, 299-318. https://doi.org/10.1007/s11218-021-09612-3

Tze, V. C. M., Daniels, L. M., Hamm, J. M., Parker, P. C., & Perry, R. P. (2020). Stability and change in the achievement emotion profiles of university students. Current Psychology, 41, 6363–6374. https://doi.org/10.1007/s12144-020-01133-0

Krylova, M. V., Dryden, R. P., Perry, R. P., Chipperfield, J. G., Hamm, J. M., Clifton, R. A., Hladkyj, S., & Parker, P. C. (2020). Cell phones and grades: Examining mediation by perceived control and anxiety. Social Psychology of Education, 23(5), 1277-1301. https://doi.org/10.1007/s11218-020-09581-z

Coffee, P. C., Parker, P. C., Murray, R., & Kawycz, S. (2020). Attributions and Social Identity. In A. Haslam, K. Fransen, & F. Boen (Eds.), Sport and Exercise Psychology: The Social Identity Approach. Sage.

Hamm, J. M., Perry, R. P., Chipperfield, J. G., Hladkyj, S., Parker, P. C., & Weiner, B. (2020). Reframing achievement setbacks: A motivation intervention to improve eight-year graduation rates for students in science, technology, engineering, and mathematics (STEM) fields. Psychological Science, 31, 623-633. https://doi.org/10.1177/0956797620904451

Parker, P. C., Chipperfield, J. G., Perry, R. P., Hamm, J. M., & Hoppmann, C. A. (2019). Attributions for physical activity in older adults: Predicting everyday physical activity and mortality. Psychology and Health, 34(2), 216-231. https://doi.org/10.1080/08870446.2018.1523407

Chipperfield, J. G., Hamm, J. M., Perry, R. P., Parker, P. C., & Lang, F. R. (2019). Psychological expectations as a moderator of the detrimental consequences of a downward spiral in late life health. Social Science & Medicine, 232, 444-452. https://doi.org/10.1016/j.socscimed.2018.08.030

Hamm, J. M., Perry, R. P., Chipperfield, J. G., Parker, P. C., & Heckhausen, J. (2019). A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism. Motivation Science, 5, 116-134. https://doi.org/10.1037/mot0000107

Parker, P. C., Perry, R. P., Hamm, J. M., Chipperfield, J. G. Hladkyj, S., & Leboe-McGowan, L. (2018). Attribution-based motivation treatment efficacy in high-stress student athletes: A moderated-mediation analysis of cognitive, affective, and achievement processes. Psychology of Sport and Exercise, 35, 189-197. https://doi.org/10.1016/j.psychsport.2017.12.002

Parker, P. C., Perry, R. P., Chipperfield, J. G., Hamm, J. M., & Pekrun, R. (2018). An attribution-based motivation treatment for low control students who are bored in online learning environments. Motivation Science, 4(2), 177-184. https://doi.org/10.1037/mot0000081

Selected Conference Publications

Janzen, K. M., & Parker, P. C. (2025, June). Exploring relationships amongst social identification, perceived control, and anxiety in sport competitions using a Control-Value Theory framework. North American Society for the Psychology of Sport and Physical Activity, Lake Tahoe, CA.

Tambellini, M. R., Armstrong, M., Clements, M., Parker, P. C., Perry, R. P., & Chipperfield, J. G. (2025, June). Student-athletes’ explanatory thinking about poor academic performance in a two-semester course is mediated by emotions. North American Society for the Psychology of Sport and Physical Activity, Lake Tahoe, CA.

Deschamps, E. L. S., *Makol, P., & Parker, P. C. (2025, June). Examining the influence of control beliefs and setback characteristics on postsecondary athletes’ goal strategies. North American Society for the Psychology of Sport and Physical Activity, Lake Tahoe, CA.

Derkach, N., & Parker, P. C. (2025, June). Utilizing Control-Value Theory to test relationships between cognitive appraisals, boredom, and perceived success in competitive sport practices. North American Society for the Psychology of Sport and Physical Activity, Lake Tahoe, CA.

Parker, P. C., & Daniels, L. M. (2025, January). Assessing the relationship between appraisals, achievement Emotions, and perceived Success in competitions Using a Control-Value Theory framework. Accepted at the Sport for Life Summit, Gatineau, Quebec.

Spencer, J., *Rilkoff, V., Parker, P. C., & Ortner, C. N. M. (2024, March). Effects of a brief emotion regulation intervention on emotion beliefs and emotion regulation flexibility. The Society for Affective Science, New Orleans, Louisiana.

Dryden, R. P., Perry, R. P., Chipperfield, J. G., Hamm, J. M., Parker, P. C., & Murphy, D. (2024, February). How students’ emotions during the transition to college impact long-term graduation outcomes. Society for Personality and Social Psychology. San Diego, CA.

Parker, P. C., Daniels, L. M., Mosewich, A. M., Chipperfield, J. G., Ortner, C. O., & Tze, V. M. C. (2023, June). Examining the effects of control beliefs and strategies on rumination and sport commitment during sport performance setbacks. Canadian Psychological Association, Toronto, ON.

Tze, V. C. M., Li, J., Sukovieff, A., Parker, P. C., & Daniels, L. M. (2023, June). Students' Mindset about Changing Boredom. Canadian Psychological Association, Toronto, ON.

Parker, P. C., & Garcia, A. J. (2023, April). Today’s collegiate student-athlete experiences: Understanding the psychosocial, motivational, and contextual factors involved. Paper in Symposium (co-chair). American Educational Research Association, Chicago, Illinois.

Tulloch, S. L., Pelletier, G. N., Parker, P. C., Goegan, L. D., & Daniels, L. M. (2023, April). Canadian student-athletes’ perspectives on managing sport setbacks during COVID-19: A qualitative investigation. Paper in Symposium. American Educational Research Association, Chicago, Illinois.

Chipperfield, J. C., Chuchmach, L. M., Perry, R. P., Parker, P. C., Hamm, J. M., Hladkyj, S., Murphy, D., & Dryden, R. P. (2023, April). Mobility challenges in late life: The role of adaptive thinking in promoting physical activity. Western Psychological Association. Riverside, CA.

Perry, R. P., Murphy, D., Dryden, R. P., Chipperfield, J. G., Hamm, J. M., Parker, P. C., & Ahronson, D. (2023, April). Bridging motivation theories: Attributional retraining, agentic control, and value interact to predict student emotions and achievement performance. Western Psychological Association. Riverside, CA.

Dryden, R. P., Perry, R. P., Parker, P. C., Hamm, J. M., Chipperfield, J. G., Hladkyj, S., Murphy, D., & Ahronson, D. (2023, April). Causal (Explanatory) reasoning following an achievement setback during major academic transitions. Western Psychological Association, Riverside, CA.

Parker, P. C., Tulloch, S., Chazan, D., Pelletier, G. N., & Daniels, L. M. (2022, June). Examining factors contributing to athletes’ anxiety about body image when considering sport setbacks. Canadian Psychological Association. Calgary, Alberta.

Parker, P. C., Tze, V. C. M., Daniels, L. M., & Sukovieff, A. (2022, June). A theory-based psychoeducational video designed to increase boredom knowledge. Canadian Psychological Association. Calgary, Alberta.

Tze, V. C. M., Daniels., L. M., Parker, P. C., Sukovieff, A., & Brekelmans, S. (2022, June). Boredom intervention training: Students’ perspectives on intervention materials. Canadian Psychological Association. Calgary, Alberta.

Tze, V. M., Parker, P. C., Sukovieff, A. (2022, June). Control-Value Theory: The implications to school psychologists’ practices. Paper in Symposium (Education and School Psychology). Canadian Psychological Association. Calgary, Alberta.

Parker, P. C., Daniels, L. M., & Mosewich, A. M. (2022, May). The role of secondary control for athletes during setbacks in fostering motivation and wellbeing. North American Society for the Psychology of Sport and Physical Activity. Waikoloa Village, HI.

Parker, P. C., Pelletier, G. N., Daniels, L. M., & Mosewich, A. M. (2022, May). Does it matter when the setback happened? Assessing differences in perceived setback severity, achievement motivation, and emotions in sport. North American Society for the Psychology of Sport and Physical Activity. Waikoloa Village, HI.

Parker, P. C., Goegan, L., & Daniels, L. M. (2022, April). Exploratory study on student athletes’ conceptions of sport and course assessment. American Educational Research Association, Research Focus in Education and Sport SIG. San Diego, California.

Dryden, R. P., Perry, R. P., Hamm, J. M., Parker, P. C., & Chipperfield, J. G. (2022, April). Control and value interact to predict achievement emotions: A large-scale, multiple-cohort study. American Educational Research Association . San Diego, California

Dryden, R. P., Perry, R. P., Chipperfield, J. G., Hladkyj, S., Parker, P. C., Hamm, J. Campbell, A. & Murphy (2022, April). Secondary control reappraisal strategies sustain emotional wellbeing in college students following academic setbacks. Western Psychological Association, Portland, Oregon.

Goegan, L. D., Chazan, D. J., Parker, P. C., Pelletier, G. N., & Daniels, L. M. (2021, August). And then everything changed: Comparing students’ perceptions of their course before and after instructional changes resulting from the COVID-19 pandemic. APA Annual Convention, San Diego, CA [online].

Parker, P. C., Perry, R. P., Chipperfield, J. G., Hamm, J. M., Dryden, R. P., Daniels, L. M., & Goegan, L. D. (2021, June). Exploring the influence of competitive sport participation on achievement goals and indicators of academic success. Canadian Psychological Association Convention [online].

Tze, V. C. M., Johnson, L., Parker, P. C. (2021, June). The mediating role of boredom and enjoyment between perceived control/value and TIMSS 2015 mathematics performance. Canadian Psychological Association Convention [online].

Dryden, R. P., Perry, R. P., Hamm, J. M., Parker, P. C., Chipperfield, J. G., Krylova, M. V., & Campbell, A. V. (2021, April). Student-generation moderates relationships between high school grades and college achievement: A multiple-cohort field study. Western Psychological Association Convention [online].

Parker, P. C., Menec, V., & Newall, N. (2020, November). Loneliness during Covid-19: Does living situation or ability to access information about social activities matter? Gerontological Society of America (GSA) [online].

Chipperfield, J. G., Hamm, J. M., Parker, P. C., Krylova, M. V., Chuchmach, L. P., Perry, R. P., Krause, C. S., & Hoppmann, C. A. (2020, November). Adaptive causal thinking about mobility challenges: Implications for quality of life [Poster Session]. Gerontological Society of America (GSA) [online].

Parker, P. C., Perry, R. P., Chipperfield, J., Hamm, J. M., Dryden, R. P., Leboe-McGowan, L. & Coffee, P. (2020, April). The impact of student athlete social identity on psychosocial adjustment in competitive achievement settings [Paper Session]. American Educational Research Association, San Francisco, CA [online].

Parker, P. C., Perry, R. P., Hamm, J. M., Chipperfield, J. G., Clifton, R. A., Leboe-McGowan, L., & Coffee, P. (2019, April). Motivation profiles of student-athletes and non-athletes in competitive achievement settings. American Educational Research Association, Toronto, ON.

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