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Publications of Elizabeth L. Garcia    :chronological  alphabetical  by type  bibtex listing:

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  1. Pugh, K., Linnenbrink-Garcia, L., Phillips, M., & Perez, T (under review). Supporting the development of transformative experience and interest.Interest, the self, and K-16 mathematics and science learning.
  2. Snyder, K. E., Malin, J., Dent., A., & Linnenbrink-Garcia (revise & resubmit). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. Journal of Educational Psychology.
  3. O'Keefe, P. A., & Linnenbrink-Garcia, L. (under review). The role of interest in effective and efficient goal pursuit. Personality and Social Psychology Bulletin.
  4. Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (in press). Extending self-regulated learning to include self-regulated emotion strategies.. Motivation & Emotion.
  5. Pekrun, R., & Linnenbrink-Garcia, L "Academic emotions and student engagement." The handbook of research on student engagement. Ed. S. L. Christenson, A. L. Reschly, & C. Wylie Springer, 2012: 259-292.
  6. Pekrun, R., & Linnenbrink-Garcia, L. (Eds.) (in preparation). Handbook of Emotions and Education.. Routledge.
  7. Pugh, K., Koskey, K. L. K., & Linnenbrink-Garcia, L. (revise & resubmit). High school biology students’ transfer of the concept of natural selection: A mixed methods approach. Journal of Biological Education.
  8. Rogat, T. K., Linnenbrink-Garcia, L. & DiDonato, N "Motivation in collaborative groups." International handbook of collaborative learning. Ed. C. Hmelo-Silver, A. O’Donnell, C. Chan, & C. Chinn Taylor & Francis, in press
  9. Rogat, T. K., & Linnenbrink-Garcia, L "Understanding quality variation in socially shared regulation: A focus on methodology." Interpersonal regulation of learning and motivation: Methodological advances. Ed. M. Vauras & S. Volet, Taylor & Francis, 2012: 102-125.
  10. Linnenbrink-Garcia, L., Patall, E. A., & Messersmith, E. E. (in press). Antecedents and consequences of situational interest. British Journal of Educational Psychology.
  11. O’Keefe, P. A., Ben-Eliyahu, A., & Linnenbrink-Garcia, L (in press). Shaping achievement goal orientations in a mastery-structured environment: An examination of concomitant changes in related contingencies of self-worth and interest. Motivation & Emotion.
  12. Linnenbrink-Garcia, L., Middleton, M. J., Ciani, K. D., Easter, M. A., O’Keefe, P. A, & Zusho, A. (2012). The strength of the relation between performance-approach and performance-avoidance goal orientations: Theoretical, methodological, and instructional implications. Educational Psychologist, 47, 281-301.
  13. Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (under review). Achievement goal orientations, emotions, and engagement: A focus on the varying role of emotions in favorite and least-favorite classes. Journal of Educational Psychology.
  14. Linnenbrink-Garcia, L., Pugh, K., Koskey, K L. K., & Stewart, V (2012). Developing conceptual understanding in high school biology: The role of interest, efficacy, and prior knowledge. Journal of Experimental Education, 80, 45-68.
  15. Zusho, A., Linnnenbrink-Garcia, L., & Rogat, T. K. (revise & resubmit). Reevaluating the evidence regarding achievement goal schemas in the classroom. Educational Psychologist.
  16. Snyder, K. E., & Linnenbrink-Garcia, L. (revise & resubmit). A developmental, person-oriented approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist.
  17. Linnenbrink-Garcia, L., Maehr, M. L., & Pintrich, P. R. "Motivation and achievement.." MENC handbook of research on music learning. Ed. R. Colwell & P. R. Webster Oxford University Press, 2011: 216-264.
  18. Rogat, T. K. & Linnenbrink-Garcia, L (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition & Instruction, 29, 375-415.
  19. Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students' emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36, 1-3.
  20. Linnenbrink-Garcia, L., & Pekrun, R. (Ed.). (2011). Students' emotions and academic engagement.
  21. Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24.
  22. Snyder, K.E., Nietfeld, J. L., & Linnenbrink-Garcia, L (2011). Giftedness and metacognition: A short-term longitudinal investigation of metacognitive monitoring in the classroom. Gifted Child Quarterly, 55, 181-193.
  23. Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., Manzey, C. (2010). Teaching for transformative experiences and conceptual change: A case study and evaluation of a high school biology teacher’s experience. Cognition and Instruction, 28, 273-316.
  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.
  25. Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70, 647-671.
  26. 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.
  27. 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
  28. 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.
  29. 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.
  30. Kempler, T. M., & Linnenbrink-Garcia, L. (2007). Exploring self-regulation in group contexts.. Proceedings of the 8th Computer-Supported Collaborative Learning Conference, 357-360.
  31. 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.
  32. 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.
  33. 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]
  34. Harackiewicz, J.M., & Linnenbrink, E.A (2005). Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich. Educational Psychologist, 40, 75-84.
  35. 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.
  36. 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.
  37. 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.
  38. 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.
  39. 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.
  40. Linnenbrink, E. A. & Pintrich, P.R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
  41. Linnenbrink, E. A. & Pintrich, P.R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327.
  42. 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.
  43. 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.
  44. 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.
  45. 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.
  46. 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.
  47. 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.
  48. E.A. Linnenbrink (1999). The role of goals and affect in working memory functioning. Learning and Individual Differences, 11, 213-230.
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