Research Interests for Lisa Linnenbrink-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 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.

Keywords:
motivation, development, emotion, engagement, academic achievement, conceptual understanding, self-regulation, science, math, elementary, middle school, child, adolescent
Current projects:
motivation
development
emotion
engagement
achievement
learning
self-regulation
science
math
elementary
middle school
child
adolescent
Representative Publications
  1. 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).
  2. Linnenbrink, E. A., & Fredricks, J. A, Developmental perspectives on achievement motivation: Personal and contextual influences, in Handbook of Motivation Science: The Social Psychological Perspective, edited by J. Y. Shah & W. L. Gardner (2007), New York: Guilford.
  3. 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].
  4. 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.