Lisa Linnenbrink-Garcia, Assistant Professor

Specialties:

Developmental Psychology

Representative Publications:   (More Publications)   (search)

1. Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24.
2. Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C (2010). Motivation, learning, and transformative experience: A study of deep engagement in science. Science Education, 94, 1-28.
3. Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E (2009). Regulating debilitating emotions in the context of performance: Achievement goal orientations, achievement-elicited emotions, and socialization contexts. Human Development, 52, 329-356.
4. Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest and performance. Journal of Educational Psychology, 100, 105-122.
5. Linnenbrink-Garcia, L., Tyson, D.F., & Patall, E. A (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at moderating factors. International Review of Social Psychology, 21, 19-70.
6. 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, 2008
7. 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.
8. Linnenbrink, E.A (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18, 307-314.  [abs]
9. Linnenbrink, E.A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning. Journal of Educational Psychology, 97, 197-213.

Current Ph.D. Students   (Former Students)

• Michael M Barger  
• Stephanie V. Wormington  
• Kate E. Snyder