Lisa Linnenbrink-Garcia
Lisa Linnenbrink-Garcia
Verified email at msu.edu
Title
Cited by
Cited by
Year
THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM
EA Linnenbrink, PR Pintrich
Reading &Writing Quarterly 19 (2), 119-137, 2003
16422003
Motivation as an enabler for academic success
EA Linnenbrink, PR Pintrich
School psychology review 31 (3), 313-327, 2002
15302002
The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning.
EA Linnenbrink
Journal of educational psychology 97 (2), 197, 2005
8092005
The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance.
JM Harackiewicz, AM Durik, KE Barron, L Linnenbrink-Garcia, JM Tauer
Journal of educational psychology 100 (1), 105, 2008
7272008
Achievement goal theory and affect: An asymmetrical bidirectional model
EA Linnenbrink, PR Pintrich
Educational Psychologist 37 (2), 69-78, 2002
6952002
Academic emotions and student engagement
R Pekrun, L Linnenbrink-Garcia
Handbook of research on student engagement, 259-282, 2012
5892012
Introduction to emotions in education
R Pekrun, L Linnenbrink-Garcia
International Handbook of Emotions in Education, 1, 2014
432*2014
International Handbook of Emotions in Education
R Pekrun, L Linnenbrink-Garcia
Routledge, 2014
4322014
The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement.
EA Linnenbrink
Elsevier Academic Press, 2007
3542007
Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition
EA Linnenbrink
Educational Psychology Review 18 (4), 307-314, 2006
3542006
Students’ emotions and academic engagement: Introduction to the special issue
L Linnenbrink-Garcia, R Pekrun
Contemporary Educational Psychology 36 (1), 1-3, 2011
3462011
Measuring situational interest in academic domains
L Linnenbrink-Garcia, AM Durik, AMM Conley, KE Barron, JM Tauer, ...
Educational and psychological measurement 70 (4), 647-671, 2010
3152010
Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition
EA Linnenbrink, PR Pintrich
Intrinsic and extrinsic motivation: The search for optimal motivation and …, 2000
3012000
When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors
L Linnenbrink-Garcia, DF Tyson, EA Patall
Revue internationale de psychologie sociale 21 (1), 19-70, 2008
2632008
Motivation, learning, and transformative experience: A study of deep engagement in science
KJ Pugh, L Linnenbrink‐Garcia, KLK Koskey, VC Stewart, C Manzey
Science Education 94 (1), 1-28, 2010
2332010
Affect and engagement during small group instruction
L Linnenbrink-Garcia, TK Rogat, KLK Koskey
Contemporary Educational Psychology 36 (1), 13-24, 2011
2242011
Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes
TK Rogat, L Linnenbrink-Garcia
Cognition and Instruction 29 (4), 375-415, 2011
1902011
Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses.
EA Linnenbrink, PR Pintrich
Elmsford, NY, US: Pergamon Press, 2001
1882001
Role of affect in cognitive processing in academic contexts
EA Linnenbrink, PR Pintrich
Motivation, emotion, and cognition: Integrative perspectives on intellectual …, 2004
1672004
The role of motivational beliefs in conceptual change
EA Linnenbrink, PR Pintrich
Reconsidering conceptual change: Issues in theory and practice, 115-135, 2002
1542002
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Articles 1–20