Lisa Linnenbrink-Garcia, Assistant Professor

Lisa Linnenbrink-Garcia

Assistant Professor
PhD, University of Michigan, Ann Arbor, 2002
mailing address: Psychology and Neuroscience Duke University Box 90086 Durham, NC 27708-0086
email:
phone: (919) 660-5649

research interests | publications | courses | lab web site | curriculum vita

Research Summary:
 My research focuses on the development of achievement motivation in school settings 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., 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.
  2. 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
  3. 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]
  4. 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.

Courses (Fall 2009):

  • 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