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Lisa Linnenbrink-Garcia - Publications

Affiliations: 
Psychology and Neuroscience Duke University, Durham, NC 
Area:
Behavioral Psychology, Developmental Psychology, Educational Psychology Education
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42 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2023 Perez T, Robinson KA, Priniski SJ, Lee YK, Totonchi DA, Linnenbrink-Garcia L. Patterns, predictors, and outcomes of situated expectancy-value profiles in an introductory chemistry course. Annals of the New York Academy of Sciences. PMID 37402529 DOI: 10.1111/nyas.15031  0.376
2021 Totonchi DA, Perez T, Lee YK, Robinson KA, Linnenbrink-Garcia L. 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. PMID 35068660 DOI: 10.1016/j.cedpsych.2021.102015  0.38
2019 Blondel DV, Sansone A, Rosenberg J, Godin EA, Yang BW, Jaglom-Kurtz LT, Linnenbrink-Garcia L, Schwartz-Bloom RD. Development of an Online Experiment Platform for High School Biology. Journal of Formative Design in Learning. 3: 62-81. PMID 31475244 DOI: 10.1007/s41686-019-00030-5  0.387
2019 Perez T, Wormington SV, Barger MM, Schwartz-Bloom RD, Lee YK, Linnenbrink-Garcia L. Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence. Science Education. 103: 264-286. PMID 31186590 DOI: 10.1002/sce.21490  0.354
2019 Robinson KA, Perez T, Carmel JH, Linnenbrink-Garcia L. Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit. Contemporary Educational Psychology. 56: 180-192. PMID 30853745 DOI: 10.1016/J.Cedpsych.2019.01.004  0.487
2019 Snyder KE, Carrig MM, Linnenbrink-Garcia L. Developmental pathways in underachievement Applied Developmental Science. 1-19. DOI: 10.1080/10888691.2018.1543028  0.703
2019 Koenka AC, Linnenbrink-Garcia L, Moshontz H, Atkinson KM, Sanchez CE, Cooper H. A meta-analysis on the impact of grades and comments on academic motivation and achievement: A case for written feedback. Educational Psychology. 1-22. DOI: 10.1080/01443410.2019.1659939  0.379
2019 Robinson KA, Lee Y, Bovee EA, Perez T, Walton SP, Briedis D, Linnenbrink-Garcia L. Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. Journal of Educational Psychology. 111: 1081-1102. DOI: 10.1037/Edu0000331  0.366
2018 Linnenbrink-Garcia L, Wormington SV, Snyder KE, Riggsbee J, Perez T, Ben-Eliyahu A, Hill NE. Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students. Journal of Educational Psychology. 110: 1026-1048. PMID 30416206 DOI: 10.1037/Edu0000245  0.746
2018 Robinson KA, Perez T, Nuttall AK, Roseth CJ, Linnenbrink-Garcia L. From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college. Developmental Psychology. 54: 1977-1992. PMID 30234346 DOI: 10.1037/Dev0000567  0.479
2018 Linnenbrink-Garcia L, Perez T, Barger MM, Wormington SV, Godin E, Snyder KE, Robinson K, Sarkar A, Richman LS, Schwartz-Bloom R. Repairing the Leaky Pipeline: A Motivationally Supportive Intervention to Enhance Persistence in Undergraduate Science Pathways. Contemporary Educational Psychology. 53: 181-195. PMID 29861537 DOI: 10.1016/J.Cedpsych.2018.03.001  0.732
2018 Barger MM, Perez T, Canelas DA, Linnenbrink-Garcia L. Constructivism and personal epistemology development in undergraduate chemistry students Learning and Individual Differences. 63: 89-101. DOI: 10.1016/J.Lindif.2018.03.006  0.503
2017 Ben-Eliyahu A, Linnenbrink-Garcia L, Putallaz M. The Intertwined Nature of Adolescents’ Social and Academic Lives Journal of Advanced Academics. 28: 66-93. DOI: 10.1177/1932202X16685307  0.703
2017 Barger MM, Linnenbrink-Garcia L. Developmental Systems of Students& Personal Theories About Education Educational Psychologist. 52: 63-83. DOI: 10.1080/00461520.2016.1252264  0.375
2017 Lee Y, Wormington SV, Linnenbrink-Garcia L, Roseth CJ. A short-term longitudinal study of stability and change in achievement goal profiles Learning and Individual Differences. 55: 49-60. DOI: 10.1016/J.Lindif.2017.02.002  0.368
2017 Robinson KA, Ranellucci J, Lee Y, Wormington SV, Roseth CJ, Linnenbrink-Garcia L. Affective profiles and academic success in a college science course Contemporary Educational Psychology. 51: 209-221. DOI: 10.1016/J.Cedpsych.2017.08.004  0.515
2016 Linnenbrink-Garcia L, Patall EA, Pekrun R. Adaptive Motivation and Emotion in Education Policy Insights From the Behavioral and Brain Sciences. 3: 228-236. DOI: 10.1177/2372732216644450  0.396
2016 Barger MM, Wormington SV, Huettel LG, Linnenbrink-Garcia L. Developmental changes in college engineering students' personal epistemology profiles Learning and Individual Differences. 48: 1-8. DOI: 10.1016/J.Lindif.2016.04.002  0.445
2016 Wormington SV, Linnenbrink-Garcia L. A New Look at Multiple Goal Pursuit: the Promise of a Person-Centered Approach Educational Psychology Review. 1-39. DOI: 10.1007/S10648-016-9358-2  0.414
2015 Godin EA, Wormington SV, Perez T, Barger MM, Snyder KE, Richman LS, Schwartz-Bloom R, Linnenbrink-Garcia L. A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science. Cbe Life Sciences Education. 14. PMID 26538389 DOI: 10.1187/Cbe.15-02-0043  0.739
2015 Ben-Eliyahu A, Linnenbrink-Garcia L. 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. DOI: 10.1007/S11409-014-9129-8  0.737
2015 Huettel L, Gustafson MR, Nadeau JC, Schaad D, Barger MM, Linnenbrink-Garcia L. A grand challenge-based framework for contextual learning in engineering: Impact on student outcomes and motivation Asee Annual Conference and Exposition, Conference Proceedings. 122.  0.306
2015 Linnenbrink-Garcia L, Patall EA. Motivation Handbook of Educational Psychology: Third Edition. 91-103.  0.316
2014 Pugh KJ, Koskey KLK, Linnenbrink-Garcia L. High school biology students transfer of the concept of natural selection: A mixed-methods approach Journal of Biological Education. 48: 23-33. DOI: 10.1080/00219266.2013.801873  0.384
2014 Snyder KE, Malin JL, Dent AL, Linnenbrink-Garcia L. The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping Journal of Educational Psychology. 106: 230-241. DOI: 10.1037/A0034553  0.722
2014 O'Keefe PA, Linnenbrink-Garcia L. The role of interest in optimizing performance and self-regulation Journal of Experimental Social Psychology. 53: 70-78. DOI: 10.1016/J.Jesp.2014.02.004  0.369
2013 Snyder KE, Barger MM, Wormington SV, Schwartz-Bloom R, Linnenbrink-Garcia L. Identification as Gifted and Implicit Beliefs About Intelligence: An Examination of Potential Moderators. Journal of Advanced Academics. 24: 242-258. PMID 25729466 DOI: 10.1177/1932202X13507971  0.755
2013 Snyder KE, Linnenbrink-Garcia L. A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement Educational Psychologist. 48: 209-228. DOI: 10.1080/00461520.2013.835597  0.739
2013 Ben-Eliyahu A, Linnenbrink-Garcia L. Extending self-regulated learning to include self-regulated emotion strategies Motivation and Emotion. 37: 558-573. DOI: 10.1007/S11031-012-9332-3  0.71
2013 O'Keefe PA, Ben-Eliyahu A, Linnenbrink-Garcia L. Shaping achievement goal orientations in a mastery-structured environment and concomitant changes in related contingencies of self-worth Motivation and Emotion. 37: 50-64. DOI: 10.1007/S11031-012-9293-6  0.739
2012 Linnenbrink-Garcia L, Middleton MJ, Ciani KD, Easter MA, O'Keefe PA, Zusho A. The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications Educational Psychologist. 47: 281-301. DOI: 10.1080/00461520.2012.722515  0.366
2012 Linnenbrink-Garcia L, Pugh KJ, Koskey KLK, Stewart VC. Developing conceptual understanding of natural selection: The role of interest, efficacy, and basic prior knowledge Journal of Experimental Education. 80: 45-68. DOI: 10.1080/00220973.2011.559491  0.354
2011 Snyder KE, Nietfeld JL, Linnenbrink-Garcia L. Giftedness and metacognition: A short-term longitudinal investigation of metacognitive monitoring in the classroom Gifted Child Quarterly. 55: 181-193. DOI: 10.1177/0016986211412769  0.745
2011 Rogat TK, Linnenbrink-Garcia L. Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes Cognition and Instruction. 29: 375-415. DOI: 10.1080/07370008.2011.607930  0.33
2011 Linnenbrink-Garcia L, Pekrun R. Students' emotions and academic engagement: Introduction to the special issue Contemporary Educational Psychology. 36: 1-3. DOI: 10.1016/J.Cedpsych.2010.11.004  0.464
2011 Linnenbrink-Garcia L, Rogat TK, Koskey KLK. Affect and engagement during small group instruction Contemporary Educational Psychology. 36: 13-24. DOI: 10.1016/J.Cedpsych.2010.09.001  0.335
2010 Linnenbrink-Garcia L, Durik AM, Conley AMM, Barron KE, Tauer JM, Karabenick SA, Harackiewicz JM. Measuring situational interest in academic domains Educational and Psychological Measurement. 70: 647-671. DOI: 10.1177/0013164409355699  0.397
2010 Pugh KJ, Linnenbrink-Garcia L, Koskey KLK, Stewart VC, Manzey C. 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. DOI: 10.1080/07370008.2010.490496  0.414
2010 Pugh KJ, Linnenbrink-Garcia L, Koskey KLK, Stewart VC, Manzey C. Motivation, learning, and transformative experience: A study of deep engagement in science Science Education. 94: 1-28. DOI: 10.1002/Sce.20344  0.419
2009 Tyson DF, Linnenbrink-Garcia L, Hill NE. Regulating debilitating emotions in the context of performance: Achievement goal orientations, achievement-elicited emotions, and socialization contexts Human Development. 52: 329-356. DOI: 10.1159/000242348  0.338
2008 Harackiewicz JM, Durik AM, Barron KE, Linnenbrink-Garcia L, Tauer JM. 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. DOI: 10.1037/0022-0663.100.1.105  0.413
2007 Kempler TM, Linnenbrink-Garcia L. Exploring self-regulation in group contexts Computer-Supported Collaborative Learning Conference, Cscl. 8: 357-360.  0.321
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