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Lisa Linnenbrink-Garcia

Lisa Linnenbrink-Garcia

D-Index & Metrics

Psychology

D-Index
37
Citations
12428
World Ranking
9013
National Ranking
4776

Overview

Lisa Linnenbrink-Garcia is affiliated with Michigan State University in the United States. Their research contributions span various areas within psychology and social sciences, focusing on the dynamics of motivation, educational achievement, and individual differences.

Their work primarily falls within the fields of Psychology and Social Sciences, with particular expertise in subfields such as Experimental and Cognitive Psychology, Social Psychology, Developmental and Educational Psychology, Safety Research, and Clinical Psychology.

The main topics explored in their research include:

  • Education, Achievement, and Giftedness
  • Motivation and Self-Concept in Sports
  • Career Development and Diversity
  • Educational Strategies and Epistemologies
  • Innovative Teaching and Learning Methods
  • Grit, Self-Efficacy, and Motivation
  • Transactional Analysis in Psychotherapy

Among recent publications, Lisa Linnenbrink-Garcia has contributed to several journal articles:

  • Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom, 2021, Contemporary Educational Psychology
  • Patterns, predictors, and outcomes of situated expectancy-value profiles in an introductory chemistry course, 2023, Annals of the New York Academy of Sciences
  • Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors, 2022, Gifted Child Quarterly
  • Instructional Supports for Motivation Trajectories in Introductory College Engineering, 2022, AERA Open
  • A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms, 2022, Cognition and Instruction

Frequent publication venues include:

  • 2020 ASEE Virtual Annual Conference Content Access Proceedings
  • Learning and Individual Differences
  • Educational Psychologist
  • Contemporary Educational Psychology
  • Annals of the New York Academy of Sciences

Collaborations with other researchers are also a notable aspect of their work. Frequent co-authors include:

  • Kristy A. Robinson
  • S. Patrick Walton
  • Pei Pei Liu
  • You-kyung Lee
  • Tony Perez

Best Publications

  • Academic Emotions and Student Engagement

    Reinhard Pekrun;Lisa Linnenbrink-Garcia

  • International handbook of emotions in education.

    Reinhard Pekrun;Lisa Linnenbrink-Garcia

  • The Role of Achievement Goals in the Development of Interest: Reciprocal Relations Between Achievement Goals, Interest, and Performance

    Judith M. Harackiewicz;Amanda M. Durik;Kenneth E. Barron;Lisa Linnenbrink-Garcia

  • Students’ emotions and academic engagement: Introduction to the special issue

    Lisa Linnenbrink-Garcia;Reinhard Pekrun

  • Measuring Situational Interest in Academic Domains.

    Lisa Linnenbrink-Garcia;Amanda M. Durik;Anne Marie M Conley;Kenneth E. Barron

  • Affect and engagement during small group instruction

    Lisa Linnenbrink-Garcia;Toni Kempler Rogat;Kristin L.K. Koskey

  • When are Achievement Goal Orientations Beneficial for Academic Achievement? A Closer Look at Main Effects and Moderating Factors

    Lisa Linnenbrink-Garcia;Diana F. Tyson;Erika Alisha Patall

  • Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay between Quality of Social Regulation and Group Processes.

    Toni Kempler Rogat;Lisa Linnenbrink-Garcia

  • Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design

    Lisa Linnenbrink-Garcia;Erika A. Patall;Reinhard Pekrun

  • Motivation, learning, and transformative experience: A study of deep engagement in science

    Kevin J. Pugh;Lisa Linnenbrink-Garcia;Kristin L. K. Koskey;Victoria C. Stewart

  • A New Look at Multiple Goal Pursuit: the Promise of a Person-Centered Approach

    Stephanie Virgine Wormington;Lisa Linnenbrink-Garcia

  • The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications

    Lisa Linnenbrink-Garcia;Michael J. Middleton;Keith D. Ciani;Matthew A. Easter

  • Antecedents and consequences of situational interest.

    Lisa Linnenbrink-Garcia;Erika Alisha Patall;Emily E. Messersmith

  • Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students.

    Lisa Linnenbrink-Garcia;Stephanie V. Wormington;Kate E. Snyder;Jan Riggsbee

  • From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college.

    Kristy A. Robinson;Tony Perez;Amy K. Nuttall;Cary J. Roseth

  • Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students

    Adar Ben-Eliyahu;Adar Ben-Eliyahu;Lisa Linnenbrink-Garcia;Lisa Linnenbrink-Garcia

  • Extending self-regulated learning to include self-regulated emotion strategies

    Adar Ben-Eliyahu;Lisa Linnenbrink-Garcia

  • Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering.

    Kristy A. Robinson;You-kyung Lee;Emily A. Bovee;Tony Perez

  • A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement

    Kate E. Snyder;Lisa Linnenbrink-Garcia

  • The Message Matters: The Role of Implicit Beliefs About Giftedness and Failure Experiences in Academic Self-Handicapping

    Kate E. Snyder;Jenessa L. Malin;Amy L. Dent;Amy L. Dent;Lisa Linnenbrink-Garcia

Frequent Co-Authors

Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Erika A. Patall
Erika A. Patall University of Southern California
Judith M. Harackiewicz
Judith M. Harackiewicz University of Wisconsin–Madison
Carol S. Dweck
Carol S. Dweck Stanford University
Michael J. Chandler
Michael J. Chandler University of British Columbia
Harris Cooper
Harris Cooper Duke University
Stuart A. Karabenick
Stuart A. Karabenick University of Michigan–Ann Arbor
Jennifer A. Fredricks
Jennifer A. Fredricks Connecticut College

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