Elizabeth L. Garcia, Adjunct Associate Professor of Education and Psychology and Neuroscience

Education:

PhD, University of Michigan, Ann Arbor, 2002

MA, University of Michigan, Ann Arbor, 1998

BA, University of Michigan, Ann Arbor, 1996

Contact Info:

(919) 660-5649

llinnen@duke.edu

Research Interests: Development of Achievement Motivation, Student Learning and Engagement in Math and Science

Current projects: motivation, development, emotion, engagement, achievement, learning, self-regulation, science, math, elementary, middle school, child, adolescent

My research focuses on the development of achievement motivation in school settings (primarily K – 12) and the interplay among achievement motivation, affect, and learning. I am particularly interested in understanding how to create classroom contexts that promote adaptive forms of motivation and in understanding the interplay between the classroom environment and individual differences. A second area of research concerns the interplay among forms of achievement motivation (e.g., achievement goals, efficacy, interest), affect (moods and emotions), and students’ engagement and learning in school. I investigate both of these types of questions in the domains of mathematics and science learning, with a focus on small group instruction in mathematics and conceptual change in science. The goal of this research is to further our theoretical understanding of children’s development while also informing educational practice and policy.

Representative Publications   (More Publications)

1. Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. "Measuring situational interest in academic domains." Educational and Psychological Measurement 70 (2010): 647-671.
2. Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., Manzey, C.. "Teaching for transformative experiences and conceptual change: A case study and evaluation of a high school biology teacher’s experience." Cognition and Instruction 28 (2010): 273-316.
3. Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C. "Motivation, learning, and transformative experience: A study of deep engagement in science." Science Education 94 (2010): 1-28.
4. Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E. "Regulating debilitating emotions in the context of performance: Achievement goal orientations, achievement-elicited emotions, and socialization contexts." Human Development 52 (2009): 329-356.
5. Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. "The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest and performance." Journal of Educational Psychology 100 (2008): 105-122.
6. Linnenbrink-Garcia, L., Tyson, D.F., & Patall, E. A. "When are achievement goal orientations beneficial for academic achievement? A closer look at moderating factors." International Review of Social Psychology 21 (2008): 19-70.
7. Linnenbrink, E.A. "Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition." Educational Psychology Review 18 (2006): 307-314.  [abs]
8. Harackiewicz, J.M., & Linnenbrink, E.A. "Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich." Educational Psychologist 40 (2005): 75-84.
9. Linnenbrink, E.A.. "The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning." Journal of Educational Psychology 97 (2005): 197-213.