Psychology and Neuroscience Faculty Database
Psychology and Neuroscience
Arts & Sciences
Duke University

 HOME > Arts & Sciences > pn > Faculty    Search Help Login pdf version printable version 

Elizabeth L. Garcia, Adjunct Associate Professor

Elizabeth L. Garcia
Contact Info:
Office Location: 
Office Phone:  (919) 660-5649
Email Address:   send me a message
Web Page:  


PhDUniversity of Michigan, Ann Arbor2002
MAUniversity of Michigan, Ann Arbor1998
BAUniversity of Michigan, Ann Arbor1996

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

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

Areas of Interest:

Conceptual Understanding
Academic Achievement

Curriculum Vitae
Current Ph.D. Students   (Former Students)

  • Michael M Barger
  • Stephanie V. Wormington
Postdocs Mentored

  • Anthony Perez (January 01, 2012 - present)
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.

Duke University * Arts & Sciences * Faculty * Staff * Grad * Postdocs * Reload * Login