Publications
Peer-Reviewed Journal Articles
2022
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
2021
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
2019
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.
https://doi.org/10.1037/edu0000331
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.
https://doi.org/10.1002/sce.21490
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
2018
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.
https://doi.org/10.1037/edu0000245
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
2017
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.
https://doi.org/10.1017/9781316823279.031
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.
https://doi.org/10.1016/j.lindif.2017.02.002
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.
https://doi.org/10.1007/s10648-016-9358-2
2016
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.
https://doi.org/10.1016/j.lindif.2016.04.002
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.
https://doi.org/10.1177/2372732216644450
2015
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.
https://doi.org/10.1007/s11409-014-9129-8
2014
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.
https://doi.org/10.1080/00219266.2013.801873
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
2013
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.
https://doi.org/10.1111/j.2044-8279.2012.02080.x
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.
https://doi.org/10.1080/00461520.2013.835597
2012
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
2011
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36, 1-3.
https://doi.org/10.1016/j.cedpsych.2010.11.004
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.
https://doi.org/10.1177/0016986211412769
2010
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.
https://doi.org/10.1080/07370008.2010.490496
2009
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.
https://doi.org/10.1159/000242348
2008
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.
2006
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
2005
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.
https://doi.org/10.1207/s15326985ep4002_2
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. https://doi.org/10.1037/0022-0663.97.2.197
2003
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. https://doi.org/10.1080/10573560308223
2002
Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78. https://doi.org/10.1207/S15326985EP3702_2
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327.
1999
Linnenbrink, E. A., Ryan, A. M., & Pintrich, P. R. (1999). The role of goals and affect in working memory functioning. Learning and Individual Differences, 11, 213-230. https://doi.org/10.1016/S1041-6080(00)80006-0
Books
2014
Pekrun, R., & Linnenbrink-Garcia, L. (Eds.) (2014). International handbook of emotions in education. New York, NY: Taylor & Francis.
Book Chapters
2019
Linnenbrink-Garcia, L., & Wormington, S. V. (2019). An integrative perspective for studying motivation in relation to engagement and learning. In K. A. Renninger and S. E. Hidi (Eds.), The Cambridge handbook on motivation and learning (pp. 739-758). Cambridge, UK: Cambridge University Press.
2016
Linnenbrink-Garcia, L., Wormington, S. V., & Ranellucci, J. (2016). Measuring affect in educational contexts: A circumplex approach. In M. Zembylas and P. A. Schutz (Eds.), Methodological advances in research on emotion and education (pp. 165-178). New York: Springer International Publishing.
Linnenbrink-Garcia, L., & Patall, E. A. (2016). Motivation. In E. Anderman & L. Corno (Eds.), Handbook of Educational Psychology, 3rd edition (pp. 91-103). New York: Taylor & Francis.
2015
Pugh, K. J., Linnenbrink-Garcia, L., Philips, M. M., & Perez, T. (2015). Supporting the development of transformative experience and interest. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.), Interest, the self, and K-16 mathematics and science learning (pp. 369-384). Washington, DC: AERA.
2014
Linnenbrink-Garcia, L., & Barger, M. M. (2014). Achievement goals and emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.) International handbook of emotions in education (pp. 142-161). New York: Taylor & Francis.
Pekrun, R., & Linnenbrink-Garcia, L. (2014). Conclusions and future directions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.) International handbook of emotions in education (pp. 659-675). New York: Taylor & Francis.
Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In R. Pekrun & L. Linnenbrink-Garcia (Eds.) International handbook of emotions in education (pp. 1-10). New York: Taylor & Francis.
2013
Rogat, T. K., Linnenbrink-Garcia, L., & DiDonato, N. (2013). Motivation in collaborative groups. In. C. Hmelo-Silver, A. O’Donnell, C. Chan, & C. Chinn (Eds.), The international handbook of collaborative learning (pp. 250-267). Taylor & Francis.
Rogat, T. K., & Linnenbrink-Garcia, L. (2013). Understanding quality variation in socially shared regulation: A focus on methodology. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 102-124). Taylor & Francis.
2012
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259-292). New York: Springer.
2011
Linnenbrink-Garcia, L., Maehr, M. L., & Pintrich, P. R. (2011). Motivation and achievement. In R. Colwell & P. R. Webster (Eds.), MENC handbook of research on music learning: Vol 1 Strategies (pp. 216-264). Oxford: Oxford University Press.
2008
Linnenbrink-Garcia, L., & Fredricks, J. A. (2008). Developmental perspectives on achievement motivation: Personal and contextual influences. In J. Y. Shah & W. L. Gardner (Eds.), Handbook of motivation science: The social psychological perspective (pp. 448-464). New York: Guilford.
2007
Linnenbrink, E. A. (2007). The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 107-124). San Diego, CA: Academic Press.
2006
Kempler, T. M., & Linnenbrink, E. A. (2006). Helping behaviors in collaborative groups in math: A descriptive analysis. In S. Karabenick & R. Newman (Eds.), Help seeking in academic settings: Goals, groups, and contexts (pp. 89-115). Mahwah, NJ: Lawrence Erlbaum Associates.
2004
Linnenbrink, E. A. (2004). Person and context: Theoretical and practical concerns in achievement goal theory. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: Motivating students, improving schools: The legacy of Carol Midgley (Vol. 13, pp. 159-184). Greenwich, CT: Elsevier - JAI.
Linnenbrink, E. A., & Pintrich, P. R. (2004). Role of affect in cognitive processing in academic contexts. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 57-87). Mahwah, NJ: Lawrence Erlbaum.
2003
Linnenbrink, E. A., & Pintrich, P. R. (2003). Achievement goals and intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 347-374). Mahwah, NJ: Lawrence Erlbaum Associates.
2002
Anderman, L. H., Patrick, H., Hruda, L. Z., & Linnenbrink, E. A. (2002). Observing classroom goal structures to clarify and expand goal theory. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 243-278). Mahwah, NJ: Lawrence Erlbaum Associates.
Linnenbrink, E. A., & Pintrich, P. R. (2002). The role of motivational beliefs in conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 115-135). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Maehr, M. L., Pintrich, P. R., & Linnenbrink, E. A. (2002). Motivation and achievement. In R. Colwell & C. Richardson (Eds.), The new handbook of research on music teaching and learning (pp. 348-372). Oxford: Oxford University Press.
2001
Linnenbrink, E. A., & Pintrich, P. R. (2001). Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. In S. Volet and S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 251-269). The Netherlands: Pergamon Press.
Shi, K., Wang, P., Wang, W., Zuo, Y., Liu, D., Maehr, M. L., Mu, X., Linnenbrink, L., & Hruda, L. Z. (2001). Goals and motivation of Chinese students – Testing the adaptive learning model. In F. Salili, C. Chiu, & Y. Hong (Eds.), Student motivation: The culture and context of learning (pp. 249-270). New York: Kluwer Academic Publishers.
2000
Linnenbrink, E. A., & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 195-227). San Diego: Academic Press.