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Research Interests for Elizabeth L. Garcia

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

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.

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


Representative 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, vol. 70 (2010), pp. 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, vol. 28 (2010), pp. 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, vol. 94 (2010), pp. 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, vol. 52 (2009), pp. 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, vol. 100 (2008), pp. 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, vol. 21 (2008), pp. 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, vol. 18 (2006), pp. 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, vol. 40 (2005), pp. 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, vol. 97 (2005), pp. 197-213

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