| Elizabeth L. Garcia, Adjunct Associate Professor
- Contact Info:
Office Location: | | Office Phone: | (919) 660-5649 | Email Address: | |
Web Page: | |
- Education:
PhD | University of Michigan, Ann Arbor | 2002 |
MA | University of Michigan, Ann Arbor | 1998 |
BA | University of Michigan, Ann Arbor | 1996 |
- Specialties:
-
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:
- Motivation
Development Emotion Engagement Self-regulation 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)
- Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011).
Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24.
- 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.
- 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.
- 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.
- 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.
- 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
- 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.
- 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]
- 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.
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