Lisa Linnenbrink-Garcia, Assistant 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.

• Educ 118.02, Educational psychology Synopsis

  Old chem 201, Th 02:50 PM-05:30 PM

• Psy 391.01, Special topics in psychology

  See instru, M 03:05 PM-06:30 PM

• Psy 108a/educ 118, Educational psychology

Representative Publications   (More Publications)

1. 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.
2. 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.
3. Linnenbrink, E. A. & Pintrich, P.R.. "Achievement goal theory and affect: An asymmetrical bidirectional model." Educational Psychologist 37 (2002): 69-78.
4. Linnenbrink, E. A., & Fredricks, J. A. "Developmental perspectives on achievement motivation: Personal and contextual influences." Handbook of Motivation Science: The Social Psychological Perspective. Ed. J. Y. Shah & W. L. Gardner. New York: Guilford, 2007
5. 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]
6. Linnenbrink, E.A. "Person and context: Theoretical and practical concerns in achievement goal theory." Advances in motivation and achievement: Motivating students, improving schools: The legacy of Carol Midgley. Ed. P.R. Pintrich; M.L. Maehr. 13Greenwich, CT: Elsevier - JAI, 2004
7. Linnenbrink, E.A. & Pintrich, P.R. "Role of affect in cognitive processing in academic contexts." Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. Ed. D.Y. Dai; J. Sternberg. Mahwah, NJ: Lawrence Erlbaum, 2004
8. Linnenbrink, E. A. & Pintrich, P.R.. "Motivation as an enabler for academic success." School Psychology Review 31 (2002): 313-327.