Curriculum Vitae

Lisa Linnenbrink-Garcia

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919-660-5649 (office) (email)

Education

• PhD, University of Michigan, Ann Arbor, 2002
• MA, University of Michigan, Ann Arbor, 1998
• BA, University of Michigan, Ann Arbor, 1996

Areas of Research

• Development of Achievement Motivation, Student Learning and Engagement in Math and Science

Awards and Fellowships

• American Psychological Association Division 15 Outstanding Dissertation Award, 2004
• Jacobs Foundation Young Scholar Travel Grant, 2004
• Rackham Predoctoral Fellowship, 2001
• Wheeler Family Memorial Award, 2000
• National Science Foundation Graduate Fellowship Honorable Mention, 1997
• Phi Beta Kappa, 1996
• Phi Kappa Phi, 1996
• Pillsbury Award for Most Distinguished Undergraduate Dissertation in Psychology, 1996
• Rackham Merit Award, 1996
• James B. Angell Scholar, 1995; 1996
• Psi Chi Honorary Society, 1994
• Class Honors, 1993-1996

Conferences Organized

• Chair, Symposium Organizer, Symposium, Reflections on Emotion Research: The Theoretical Integration of Affect, Motivation, and Cognition, December 2005

Professional Service

  Service to University

• Carver Center Task Force, College of Education, 2003 - 2005
• Doctoral Monitoring Committee, College of Education, 2003 - 2005
• NCATE Standard One Committee, College of Education, 2002 - 2003

  Service to Profession

• Symposium on Reflections on Emotion Research: The Theoretical Integration of Affect, Motivation, and Cognition, Chair, April, 2005
• Motivation in Education SIG, American Educational Research Association, Proposal Reviewer, 2004; 2005
• American Educational Research Association, Proposal Reviewer, Division C – Section 6, 2004; 2005
• Symposium on Remembering Paul Pintrich – Contributions from a Past President, Panelist, August, 2004
• American Psychological Association – Division 15, Faculty Mentor, August, 2004
• Symposium on Remembering Paul R. Pintrich: A legacy of research on goals, self-regulation, and epistemological thinking, Panelist, April, 2004
• Center for Developmental Science, 2005 - present
• European Association for Research on Learning and Instruction, 2005 - present
  EARLI – SIG – Motivation and Emotion 2005-present
• Southwest Consortium for Innovations in Psychology in Education, 2005 - present
• American Psychological Association, 1996 - present
  APA – Division 15 2003-present
• American Educational Research Association, 1995 - present
  AERA Division C 1995-present; AERA - SIG – Motivation 1995-1999

Lectures

  Invited Addresses:

• Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses, Biennial meeting of European Association for Research on Learning and Instruction. Fribourg, Switzerland, August, 2001
• The role of motivation and intentionality in conceptual change processes, Biennial meeting of European Association for Research on Learning and Instruction. Fribourg, Switzerland, August, 2001
• Achievement goals and affect: A dynamic relation, Annual meeting of the American Educational Research Association. Seattle, WA, April, 2001

  Invited Talks:

• Development of Achievement Motivation, Duke University, Developmental Brownbag, 2007
• Encouraging Engagement: Suggestions for Promoting and Sustaining Students’ Motivation in School, Duke University, Center for Teacher Learning and Collaboration Program, 2007
• How to Get From Here to There: A Panel Discussion on Job Searching and Options in Developmental Psychology, Duke University, Developmental Psychology Brownbag, September, 2006
• Achievement Goals & Engagement: Affect as an Underlying Mechanism?, University of Michigan, Ann Arbor, Festschrift in Honor of Martin L. Maehr, May, 2006
• The Dilemma of Competition: Personal and Contextual Influences on Students’ Motivation and Learning, University of North Carolina, Chapel Hill, Developmental Psychology Brownbag, February, 2006
• Bells and Whistles versus Meaningful Encoding: Situational Interest as a Precursor to the Development of Personal Interest, Duke University, Developmental Psychology Brownbag, October, 2005
• The Dilemma of Competition: Personal and Contextual Influences on Students’ Motivation and Learning, Duke University, Spencer Fellows Symposium, October, 2005

  Conference Presentations:

• Exploring self-regulation in group contexts, Poster presented at the Computer Support for Collaborative Learning conference. New Brunswick, NJ., 2007, July
• Developing conceptual understanding and engagement in high school biology: The role of interest, efficacy, and prior knowledge, Paper presented at the biannual meeting of the Society for Research on Child Development, Boston, MA, 2007, March
• Reactions to challenge: The interplay between achievement goal orientations and affect, Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, 2007, April
• Learning to teach for conceptual change and transformative experiences, Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, 2007, April
• Transfer of the concept of natural selection, Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, 2007
• Investigating a self-regulatory model of achievement goals: The role of emotion regulation, affect, and cognition, Paper presented at the annual meeting of the American Psychological Association, New Orleans, LA., August, 2006
• Motivation, affect, and cognitive processing: Can these models be integrated?, Paper presented at the biennial meeting of the International Society for the Study of Behavioral Development. Melbourne, AUS, July, 2006
• Measuring student affect in educational contexts., Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA., April, 2006
• Motivation, learning, and transformative experience: A study of deep engagement in science., Poster presented at the annual meeting of the American Educational Research Association. San Francisco, CA., April, 2006

  Conference Presentations:

• Affect during small group instruction: Implications for students’ engagement and learning, Biennial meeting of European Association for Research on Learning and Instruction. Nicosia, Cyprus, August, 2005
• Motivation and affect as predictors of cognitive processing: Integrating research on affect and motivation, Jacobs Foundation Conference on Educational Influences. Zurich, Switzerland, October, 2004
• The dilemma of performance goals: Promoting students’ motivation and learning in varying goal-oriented classrooms, annual meeting of the American Psychological Association, Honolulu, HI, August, 2004
• Re-examining the influence of competition structures in group contexts: Implications for social and cognitive interactions in small groups, Annual meeting of the American Educational Research Association. San Diego, CA, April, 2004
• Considering positive and negative affect in learning from science texts, Paper presented at the annual meeting of the American Educational Research Association. San Diego, CA., April, 2004
• Affect in collaborative groups: An exploration of the dynamic nature of affect, Annual meeting of the American Educational Research Association. San Diego, CA, April, 2004
• Transformative experiences in science: Using Rasch to develop a quantitative measure, Annual meeting of the American Educational Research Association. San Diego, CA, April, 2004
• The dilemma of performance goals: The use of multiple goal contexts to promote students’ motivation and learning in cooperative groups, Annual meeting of the American Educational Research Association. Chicago, IL, April, 2003
• Motivation, affect, and cognitive processing: What role does affect play?, Annual meeting of the American Educational Research Association. Chicago, IL, April, 2003
• Encouraging adaptive patterns of learning in collaborative groups: The role of social and motivational processes, Annual meeting of the American Educational Research Association. New Orleans, LA, April, 2002

  Other Conference Participation:

• Motivation and emotion in science instruction, Talk presented at the Southwest Consortium for Innovations in Psychology in Education. Phoenix, AZ, 2007, April
• Antecedents of Emotions in Education, Biennial meeting of European Association for Research on Learning and Instruction. Budapest, Hungary, 2007, August

  Conferences:

• Making Sense of Goal Theory, Southwest Consortium for Innovations in Psychology in Education. Las Vegas, NV, November, 2005
• Measuring Motivational and Affective Constructs, Southwest Consortium for Innovations in Psychology in Education. Las Vegas, NV, November, 2005
• Symposium on Remembering Paul Pintrich – Contributions from a Past President, Annual meeting of the American Psychological Association. Honolulu, HI, August, 2004
• Symposium on Remembering Paul R. Pintrich: A legacy of research on goals, self-regulation, and epistemological thinking, Annual meeting of the American Educational Research Association. San Diego, CA, April, 2004
• The role of motivation in intentional learning, Annual meeting of the American Educational Research Association. New Orleans, LA, April, 2000
• Student motivation and cooperative groups: Using achievement goal theory to investigate students’ socio-emotional and cognitive outcomes, Annual meeting of the American Educational Research Association. Montreal, Canada, April, 1999
• Passing the buck”: The relation of achievement goals to social loafing in cooperative groups, Annual meeting of the American Educational Research Association. Montreal, Canada, April, 1999
• Teachers’ facilitation of students’ socio-emotional development through classroom rules and management, Annual meeting of the American Educational Research Association. Montreal, Canada, April, 1999
• The role of motivational beliefs in conceptual change, Second European Symposium on Conceptual Change. Madrid, Spain, November, 1998
• Teachers’ use of social comparison in the classroom, Meeting of the Society for the Psychological Study of Social Issues. Ann Arbor, MI, June, 1998
• Perceptions of parents’ achievement goals: Relation to children’s goals and strategy use, Annual meeting of the American Educational Research Association. San Diego, CA., April, 1998
• The role of goals and affect in working memory functioning, Annual meeting of the American Educational Research Association. San Diego, CA., April, 1998
• Achievement motivation: Discrepancy between personal goals and perceived classroom goals, Annual meeting of the American Psychological Association. Chicago, IL, August, 1997
• "I have a question...” Who seeks help in the classroom, and what kinds of classrooms encourage help-seeking?, Annual meeting of the American Educational Research Association. Chicago, IL, April, 1997
• Toward a further understanding of school goal structure: Objective and subjective measures, Annual meeting of the American Educational Research Association. New York, NY, April, 1996
• News seeking behavior, Annual meeting of the American Educational Research Association. San Francisco, CA, April, 1995

Publications

   Peer-reviewed journal articles published

1. Harackiewicz, J.M., & Linnenbrink, E.A. "Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich." Educational Psychology 40 (2005): 75-84.
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.. "The role of self-efficacy beliefs in student engagement and learning in the classroom." Reading and Writing Quarterly 19 (2003): 119-137.
4. Linnenbrink, E. A. & Pintrich, P.R.. "Achievement goal theory and affect: An asymmetrical bidirectional model." Educational Psychologist 37 (2002): 69-78.
5. Linnenbrink, E. A. & Pintrich, P.R.. "Motivation as an enabler for academic success." School Psychology Review 31 (2002): 313-327.
6. E.A. Linnenbrink. "The role of goals and affect in working memory functioning." Learning and Individual Differences 11 (1999): 213-230.

   Journal Articles

1. Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E.. "Performance-approach orientation and achievement: Explaining conflicting effects with emotion." Human Development (under review).
2. 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 (in press).
3. 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 (in press).
4. 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.

   Chapters in Books

1. Maehr, M. L., Pintrich, P. R., & Linnenbrink-Garcia, L.. "Motivation and achievement." The new handbook of research on music teaching and learning. Ed. R. Colwell & C. Richardson (2nd Edition)Oxford University Press, under review
2. Linnenbrink, E.A.. "The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement." Emotions in Education. Ed. P. Schutz & R. Pekrun Academic Press, 2007: 107-124.

   Articles In Preparation

1. Pugh, K. J., Linnenbrink-Garcia, L., Kelly, K. L., Stewart, V. C., Manzey, C.. "The pursuit of deep engagement: Learning to teach for transformative experiences and conceptual change." Cognition and Instruction (2007).
2. Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. "Situational interest survey (SIS): An instrument to assess the role of situational factors in interest development." (2007).
3. Linnenbrink-Garcia, L., & Pintrich, P. R.. "Dynamic relation between achievement goal orientations and affect." To be submitted to Personality and Social Psychology Bulletin (2007). (in preparation)
4. Pugh, K. J., Linnenbrink-Garcia, L., Kelly, K. L., Manzey, C., Stewart, V. C.. "Motivation, learning, and transformative experience: A study of deep engagement in science." Learning and Instruction (2007). (in preparation)

   Book chapters

1. 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
2. Kempler, T. M., & Linnenbrink, E. A.. "Helping behaviors in collaborative groups in math: A descriptive analysis." Help seeking in academic settings: Goals, groups, and contexts. Ed. S. Karabenick & R. Newman. Mahwah, NJ: Lawrence Erlbaum Associates, 2006
3. 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
4. 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
5. Linnenbrink, E. A. & Pintrich, P.R. "Achievement goals and intentional conceptual change." Intentional conceptual change. Ed. G. M. Sinatra; P. R. Pintrich. Mahwah, NJ: Lawrence Erlbaum Associates, 2003
6. Anderman, L. H., Patrick, H., Hruda, L. Z., & Linnenbrink, E. A. "Observing classroom goal structures to clarify and expand goal theory." Goals, goal structures, and patterns of adaptive learning. Ed. C. Midgley. Mahwah, NJ: Lawrence Erlbaum Associates, 2002
7. Linnenbrink, E. A. & Pintrich, P.R. "The role of motivational beliefs in conceptual change." Reconsidering conceptual change: Issues in theory and practice. Ed. M. Limon; L. Mason. Dordrecht, The Netherlands: Kluwer Academic Publishers, 2002
8. Maehr, M. L., Pintrich, P. R., & Linnenbrink, E. A. "Motivation and achievement." The new handbook of research on music teaching and learning. Ed. R. Colwell; C. Richardson. Oxford: Oxford University Press, 2002
9. E.A. Linnenbrink; P.R. Pintrich. "Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses." Motivation in learning contexts: Theoretical advances and methodological implications. Ed. S. Volet; S. Järvelä. The Netherlands: Pergamon Press, 2001
10. Shi, K., Wang, P., Wang, W., Zuo, Y., Liu, D., Maehr, M. L., Mu, X., Linnenbrink, E. A., & Hruda, L. Z.. "Goals and motivation of Chinese students – Testing the adaptive learning model." Student motivation: The culture and context of learning. Ed. F. Salili, C. Chiu, & Y. Hong. New York: Kluwer Academic Publishers, 2001
11. E.A. Linnenbrink; P.R. Pintrich. "Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition." Intrinsic and extrinsic motivation: The search for optimal motivation and performance. Ed. C. Sanson; J.M. Harackiewicz. San Diego, CA: Academic Press, 2000

   Other

1. Kempler, T. M., & Linnenbrink-Garcia, L.. "Exploring self-regulation in group contexts.." Proceedings of the 8th Computer-Supported Collaborative Learning Conference International Society of the Learning Sciences. (2007): 357-360.

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Last modified: 2008/08/22