Publications of Lisa Linnenbrink-Garcia     :chronological  combined  bibtex listing:

Journal Articles

  1. Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E. (under review). Performance-approach orientation and achievement: Explaining conflicting effects with emotion. Human Development.
  2. Linnenbrink-Garcia, L., Tyson, D.F., & Patall, E. A (in press). When are achievement goal orientations beneficial for academic achievement? A closer look at moderating factors. International Review of Social Psychology.
  3. Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M (in press). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest and performance. Journal of Educational Psychology.
  4. 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]
  5. Harackiewicz, J.M., & Linnenbrink, E.A (2005). Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich. Educational Psychology, 40, 75-84.
  6. 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.
  7. Linnenbrink, E. A. & Pintrich, P.R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137.
  8. Linnenbrink, E. A. & Pintrich, P.R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
  9. Linnenbrink, E. A. & Pintrich, P.R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327.
  10. E.A. Linnenbrink (1999). The role of goals and affect in working memory functioning. Learning and Individual Differences, 11, 213-230.

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., & 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. "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.
  4. 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: 89-115.
  5. 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 Greenwich, CT: Elsevier - JAI, 2004: 159-184.
  6. 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: 57-87.
  7. 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: 347-374.
  8. 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: 243-278.
  9. 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: 115-135.
  10. 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: 348-372.
  11. 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: 251-269.
  12. 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: 249-270.
  13. 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: 195-227.

Other

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