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Linnenbrink-Garcia, L., Perez, T., Priniski, S. J., Ferguson-Johnson, S., Keane, J., Lee, A. A., Robinson, K. A., Lee, Y., Choi, G., Schell, M. J., Berry, D. N., & Schwartz-Bloom, R. (2026). CBE Life Sciences. Co-curricular science experiences support undergraduate students’ science GPA, degree completion, workforce entry, and motivation. CBE Life Sciences, 25(2). https://doi.org/10.1187/cbe.25-02-0032
Liu, P., Marchand, G. C., Harris, C. J., Schmidt, J. A., & Linnenbrink-Garcia, L. (in press). Patterns of agentic engagement, autonomy support, and extrinsic motivation in middle school science. Journal of Educational Psychology.
Lee, M., Lee, A. A., Lee, G. A., Lira, A. K., Lawson, H. D., Freer, E., Briedis, D., Walton, S. P., & Linnenbrink-Garcia, L. (2025). Exploring supports for belonging as predictors of student outcomes: Different roles of co-curricular and extracurricular activities in engineering by students’ year in college. Journal of Engineering Education. 114(2), e70001. https://doi.org/10.1002/jee.70001
Keane, J., & Linnenbrink-Garcia, L. (2025). Perceived similarities among academic subjects moderate cross-domain patterns in values, expectancies, and costs. Journal of Educational Psychology. https://dx.doi.org/10.1037/edu0000936
Lee, A. A., Totonchi, D. A., Priniski, S., Lee, M., Perez, T., & Linnenbrink-Garcia, L. (2024). Do performance goals and fixed mindset explicate the relations between stereotype threat and achievement? Examining differences between racially marginalized and White students in STEM. Learning and Individual Differences, 115, 102525. https://doi.org/10.1016/j.lindif.2024.102525
Lee, Y., Yue, Y., Perez, T., & Linnenbrink-Garcia, L. (2024). Dweck’s social-cognitive model of achievement motivation in science. Learning and Individual Differences, 110, 102410. https://doi.org/10.1016/j.lindif.2024.102410
Perez, T., Robinson, K. A., Priniski, S. J., Lee, Y., Totonchi, D. A., & Linnenbrink-Garcia, L. (2023). Patterns, predictors, and outcomes of situated expectancy-value profiles in an introductory chemistry course. Annals of the New York Academy of Sciences, 1526, 73-83. http://doi.org/10.1111/nyas.15031
Ramos, A., Lavrijsen, J., Linnenbrink-Garcia, L., Soenens, B., Vansteenkiste, M., Sypré, S., Boncquet, M., & Verschueren, K. (2023). Motivational pathways underlying gifted underachievement: Trajectory classes, longitudinal outcomes, and predicting factors. Gifted Child Quarterly, 67(3), 179-197. .https://doi.org/10.1177/00169862221132279
Liu, P., McKinney, D., Lee, A. A., Schmidt, J. S., Marchand, G. C., & Linnenbrink-Garcia, L. (2023). A mixed-methods exploration of mastery goal support in 7th-grade science classrooms, Cognition and Instruction, 41(2), 201-247. https://doi.org/10.1080/07370008.2022.2140807
Liu, P., Taylor, S., Colwell-Johnson, A., Lee, A., McKinney, D., Harris, C., Linnenbrink-Garcia, L., Marchand, G., & Schmidt, J. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7), 13-17. https://doi.org/10.1080/08872376.2023.12315901
Lee, Y., Freer, E., Robinson, K. A., Perez, T., Lira, A. K., Briedis, D., Walton, S. P., & Linnenbrink-Garcia, L. (2022). The multiplicative function of expectancy and value in predicting engineering students’ choice, persistence, and performance. Journal of Engineering Education, 111, 531-553. https://doi.org/10.1002/jee.20456
Linnenbrink-Garcia, L. (2022). Commentary on the special issue on emotions in reading, learning, and communication: A big step forward, more giant leaps to come. Discourse Processes, 59(1-2), 126-136. https://doi.org/10.1080/0163853X.2021.1925050
Marchand, G., Schmidt, J. A., Linnenbrink-Garcia, L., Harris, C. J., McKinney, D., & Liu, P. (2022). Lessons from a co-design team on supporting student motivation in middle school science classrooms. Theory into Practice, 61(1), 113-128. https://doi.org/10.1080/00405841.2021.1932155
Robinson, K. A., Perez, T., White-Levatich, A., & Linnenbrink-Garcia, L. (2022). Gender differences and roles of two science self-efficacy beliefs in predicting post-college outcomes. Journal of Experimental Education, 90 (2), 344-363. https://doi.org/10.1080/00220973.2020.1808944
Koenka, A. C., Linnenbrink-Garcia, L., Moshontz, H., Atkinson, K. M., Sanchez, C. E., & Cooper, H. (2021). A meta-analysis on the impact of grades and comments on academic motivation and achievement: A case for written feedback. Educational Psychology, 41(7), 922-947. https://doi.org/10.1080/01443410.2019.1659939
Robinson, K. A., Lira, A. K., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2021). Instructional supports for motivation trajectories in introductory college engineering. AERA Open, 8, 102015. https://doi.org/10.1177/23328584221083662
Ranellucci, J., Robinson, K. A., Rosenberg, J. M., Lee, Y-k., Roseth, C. J., & Linnenbrink-Garcia, L. (2021). Comparing the roles and correlates of emotions in class and during online video lecturers in a flipped anatomy classroom. Contemporary Educational Psychology, 65, 101966. https://doi.org/10.1016/j.cedpsych.2021.101966
Snyder, K. E., Carrig, M. M., & Linnenbrink-Garcia, L. (2021). Developmental pathways in underachievement. Applied Developmental Science, 25(2), 114-132. https://doi.org/10.1080/10888691.2018.1543028
Totonchi, D. A., Perez, T., Lee, Y-k., Robinson, K. A., & Linnenbrink-Garcia, L. (2020). The role of stereotype threat in ethnically minoritized students' science motivation: A four-year longitudinal study of achievement and persistence in STEM. Contemporary Educational Psychology, 67, 1-18. https://doi.org/10.1016/j.cedpsych.2021.102015
Rogat, T. K., & Linnenbrink-Garcia, L. (2019). Demonstrating competence within one’s group or in relation to other groups: A person-oriented approach to studying achievement goals in small groups. Contemporary Educational Psychology, 59, 101781. https://doi.org/10.1016/j.cedpsych.2019.101781
Blondel, D. V., Sansone, A., Rosenberg, J. M., Godin, E. A., Yang, B. W., Jaglom-Kurtz, L. T., Linnenbrink-Garcia, L., & Schwartz-Bloom, R. D. (2019). Development of an online experiment platform for high school biology. Journal of Formative Design in Learning, 3, 62-81.
https://doi.org/10.1007/s41686-019-00030-5
Robinson, K. A., Lee, Y-k., Bovee, E. A., Perez, T., Walton, S. P., Briedis, D., & Linnenbrink-Garcia, L. (2019). Motivation in transition: Development and roles of expectancy and task values in early college. Journal of Educational Psychology, 111, 1081-1102.
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Perez, T., Wormington, S. V., Barger, M. M., Schwartz-Bloom, R., Lee, Y-k, Linnenbrink-Garcia, L. (2019). Science expectancy-value-cost profiles and their proximal and distal relations to undergraduate STEM persistence. Science Education, 103, 264-286.
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Robinson, K. A., Perez, T., Carmel, J. H., & Linnenbrink-Garcia, L. (2019). Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit. Contemporary Educational Psychology, 56, 180-192.
https://doi.org/10.1016/j.cedpsych.2019.01.004
Linnenbrink-Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T., Ben-Eliyahu, A., & Hill, N. E., (2018). Multiple pathways to success: An examination of integrative motivational profiles among upper elementary and college students. Journal of Educational Psychology, 110, 1026-1048.
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Robinson, K. A., Perez, T., Nuttall, A. K., Roseth, C. J., & Linnenbrink-Garcia, L. (2018). From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college. Developmental Psychology, 54, 1977-1922. https://doi.org/10.1037/dev0000567
Barger, M. M., Perez, T., Canelas, D., & Linnenbrink-Garcia, L. (2018). Constructivism and personal epistemology development in undergraduate chemistry students. Learning and Individual Differences, 63, 89-101.
https://doi.org/10.1016/j.lindif.2018.03.006
Linnenbrink-Garcia, L., Perez, T., Barger, M. M., Wormington, S. V., Godin, E., Snyder, K. E., Robinson, K., Sarkar, A., Richman, L. S., & Schwartz-Bloom, R. (2018). Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways. Contemporary Educational Psychology, 53, 181-195. https://doi.org/10.1016/j.cedpsych.2018.03.001
Linnenbrink-Garcia, L., & Wormington, S. V. (2017). Key challenges and potential solutions for studying the complexity of motivation in schooling: An integrative, dynamic person-oriented perspective. British Journal of Educational Psychology Monograph Series, 12, 89-108.
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Robinson, K. A., Ranellucci, J., Lee, Y.-K., Wormington, S. V., Roseth, C. J., & Linnenbrink-Garcia, L. (2017). Affective profiles and academic success in a college science course. Contemporary Educational Psychology, 51, 209-221. https://doi.org/10.1016/j.cedpsych.2017.08.004
Barger, M. M., & Linnenbrink-Garcia, L. (2017). Developmental systems of students' personal theories about education. Educational Psychologist, 52, 63-83. https://doi.org/10.1080/00461520.2016.1252264
Ben-Eliyahu, A., Linnenbrink-Garcia, L., & Putallaz, M. (2017). The intertwined nature of adolescents’ social and academic lives: Social and academic goal orientations. Journal of Advanced Academics, 28, 66-93.
https://doi.org/10.1177/1932202X16685307
Lee, Y-K., Wormington, S. V., Linnenbrink-Garcia, L., & Roseth, C. (2017). A short-term longitudinal study of stability and change in achievement goal profiles. Learning and Individual Differences, 55, 49-60.
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Wormington, S. V., & Linnenbrink-Garcia, L. (2017). A new look at multiple goal pursuit: The promise of a person-centered approach. Educational Psychology Review, 29, 407-445.
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Barger, M. M., Wormington, S. V., Huettel, L. G., & Linnenbrink-Garcia, L. (2016). Developmental changes in college engineering students’ personal epistemology profiles. Learning & Individual Differences, 48, 1-8.
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Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from Behavioral and Brain Sciences, 3, 228-236.
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Godin, E., Wormington, S., Perez, T., Barger, M. M., Snyder, K. E., Richman, L., Schwartz-Bloom, R., & Linnenbrink-Garcia, L. (2015). A pharmacology-based enrichment program for undergraduates promotes interest in science. CBE Life Sciences Education, 14, 1-12. https://doi.org/10.1187/cbe.15-02-0043
Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2015). Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students. Metacognition and Learning, 10, 15-42.
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O’Keefe, P. A., & Linnenbrink-Garcia, L. (2014). The role of interest in optimizing performance and self-regulation. Journal of Experimental Social Psychology, 53, 70-78. https://doi.org/10.1016/j.jesp.2014.02.004
Pugh, K., Koskey, K. L. K., Linnenbrink-Garcia, L. (2014). High school biology students’ transfer of the concept of natural selection: A mixed methods approach. Journal of Biological Education, 48, 23-33.
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Snyder, K. E., Malin, J., Dent, A., & Linnenbrink-Garcia, L. (2014). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. Journal of Educational Psychology, 106, 230-241. https://doi.org/10.1037/a0034553
Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2013). Extending self-regulated learning to include self-regulated emotion strategies. Motivation and Emotion, 37, 558-573. https://doi.org/10.1007/s11031-012-9332-3
Linnenbrink-Garcia, L., Patall, E. A., & Messersmith, E. E. (2013). Antecedents and consequences of situational interest. British Journal of Educational Psychology, 83, 591-614.
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O’Keefe, P. A., Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2013). Shaping achievement goal orientations in a mastery-structured environment and concomitant changes in related contingencies of self-worth. Motivation and Emotion, 37, 50-64. https://doi.org/10.1007/s11031-012-9293-6
Snyder, K. E., Barger, M. M., Wormington, S. V., Schwartz-Bloom, R., & Linnenbrink-Garcia, L. (2013). Identification as gifted and implicit beliefs about intelligence: An examination of potential moderators. Journal of Advanced Academics, 24, 242-258. https://doi.org/10.1177/1932202X13507971
Snyder, K. E., & Linnenbrink-Garcia, L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48, 209-228.
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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. https://doi.org/10.1080/00461520.2012.722515
Linnenbrink-Garcia, L., Pugh, K., +Koskey, K. L. K., & Stewart, V. (2012). Developing conceptual understanding of natural selection: The role of interest, efficacy, and basic prior knowledge. The Journal of Experimental Education, 80, 45-68. https://doi.org/10.1080/00220973.2011.559491
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36, 1-3.
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Linnenbrink-Garcia, L., Rogat, T. K., & +Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24. https://doi.org/10.1016/j.cedpsych.2010.09.001
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. https://doi.org/10.1080/07370008.2011.607930
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.
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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. https://doi.org/10.1177/0013164409355699
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. https://doi.org/10.1002/sce.20344
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 & Instruction, 28, 273-316.
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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.
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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. https://doi.org/10.1037/0022-0663.100.1.105
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. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18, 307-314. https://doi.org/10.1007/s10648-006-9028-x
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.
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