Associate Professor, Duke University Department of Psychology & Neuroscience
Program in Education P.O. Box 90086 Durham, NC 27708 919-660-5649 (office), 919-660-5726 (fax) llinnen@duke.edu EDUCATION
University of Michigan, Ann Arbor Education and Psychology Ph.D., 2002 University of Michigan, Ann Arbor Psychology M.A., 1998 University of Michigan, Ann Arbor Psychology & Music B.A., 1996
with Highest Distinction, Highest Honors
PROFESSIONAL EXPERIENCE
Associate Professor with Tenure, Duke University (2012 – present) Department of Psychology and Neuroscience, Developmental Psychology Secondary Appointment, Program in Education
Assistant Professor, Duke University (2005 – 2012)
Department of Psychology and Neuroscience, Developmental Psychology Secondary Appointment, Program in Education
Faculty, Center for Developmental Science at the University of North Carolina-Chapel Hill (2005 – present)
Assistant Professor, University of Toledo (2002 –2005)
College of Education, Foundations of Education, Educational Psychology
AWARDS AND DISTINCTIONS
American Psychological Association Richard E. Snow Award for Early Contributions 2010
Duke TIP Faculty Research Leave 2009
American Psychological Association Division 15 Outstanding Dissertation Award 2004
Jacobs Foundation Young Scholar Travel Grant 2004
Rackham Predoctoral Fellowship, University of Michigan 2001 Wheeler Family Memorial Award, University of Michigan 2000 National Science Foundation Graduate Fellowship Honorable Mention 1997
Rackham Merit Award, University of Michigan 1996
Pillsbury Award for Most Distinguished Undergraduate Dissertation in Psychology, 1996 University of Michigan
Phi Kappa Phi 1996
James B. Angell Scholar, University of Michigan 1995, 1996
Psi Chi Honorary Society 1994
Class Honors, University of Michigan 1993-1996
PROFESSIONAL AFFILIATIONS
American Educational Research Association 1995 - present
AERA Division C 1995 - present
AERA Division E 2006 – present
AERA - SIG – Motivation 1999 - present
American Psychological Association 1996 - present
APA – Division 7 2006 - present
APA – Division 15 2003 - present
European Association for Research on Learning and Instruction 2005 - 2007
EARLI – SIG – Motivation and Emotion 2005 - 2007
Society for Research on Child Development 2007 - 2009
Society for the Study of Motivation 2012 - present
Southwest Consortium for Innovations in Psychology in Education 2005 - present
GRANT RELATED ACTIVITIES Current Grant Support
Linnenbrink-Garcia, L. (PI) & Schwartz-Bloom, R (co-PI). Self-Generated Research
Experiences to Support Biomedical/Behavioral Research Careers. Administered by the National Institutes of Health. Amount of award $1,539,420. Sept. 1, 2010 – June 30, 2014. Role on grant: PI. (R01 GM 094534-01).
The overall goal of this research is to identify the specific instructional features and associated underlying psychological processes that are critical in creating effective interventions to support undergraduates’ science motivation and encourage their pursuit of biomedical and behavioral science research careers.
Huettel, L. (PI). A Grand Challenge!!Based Framework for Contextual Learning in
Engineering. Amount of award $199,860. July 1, 2012 - June 30, 2015. Role on grant: Senior Personnel.
The goal of this research is to develop a pedagogical framework that uses key problems facing society, such as those described by the National Academy of Engineering’s Grand Challenges for Engineering, to provide context for topics in engineering curricula and demonstrate proof-of-concept of this approach. This approach, which utilizes a real-world context for problem solving, requires consideration and integration of cross-disciplinary knowledge, and integrates important societal issue within a
technical context, is expected to improve student motivation, achievement of learning objectives, and awareness of the broader impact of engineering problem solving.
Pending Grant Support
Schwartz-Bloom, R. (PI) & Linnenbrink-Garcia (co-PI). Bringing Real Experiments (REX) about Substance Abuse to High School Students. Submitted to the National Institute of Health for $1,048,695. Role on grant: Co-PI.
The aim of this research is to create motivationally engaging and stimulating laboratory experiences for use in the high school classes. To achieve this goal, REX (Real
Experiments), an interactive web-based platform, will be developed to allows high school students to conduct lab experiments “online” that real scientists perform in areas of substance abuse. Students will have the opportunity to participate in the design of their own experiment, analyze data generated by real scientists, interpret results, and reflect on their findings and next steps. REX will be field-tested in 10 high school science classrooms (~ 1000 students). Effects of participating in REX will be evaluated based on gains in mastery of basic biology and chemistry principles as well as in science motivation.
Grants Received (Completed)
Linnenbrink-Garcia, L. (2008). A Meta-Analytic Review of the Relation between Goal Orientation and Achievement, Arts and Sciences Deans Research Award, Duke University. Amount of award: $2,500. Role on grant: PI.
Linnenbrink-Garcia, L. (2007). Promoting Post-Secondary Students’ Interest in Science: A Focus on Classroom Influences, Duke Center for Science Education. Amount of award: $5,000. Role on grant: PI.
Linnenbrink, E. A. (2006). Development of Interest in Science in Talented Adolescents, Duke TIP Research Grant. Amount of award: $21,358. Role on grant: PI.
Linnenbrink, E. A. (2005). Development of Interest in Talented Youth, Spencer Foundation, Spencer Fellows Faculty Mentor Mini-Grant administered through Duke University. Amount of award: $2,500. Role on grant: PI.
Linnenbrink, E. A., & Pugh, K. (2005). Education that Makes a Difference: An Investigation of Deep Understanding and Deep Engagement in Biology, Jacobs Foundation, Young Scholars Program. Amount of award: $40,356. Role on grant: PI.
Linnenbrink, E. A. (2003). Students’ Interactions in Collaborative Groups in Math: An Achievement Goal Theory Approach, The University of Toledo, Summer Research Award and Fellowship Program. Amount of award: $9,500. Role on grant: PI.
Other Grant-Related Activities
Participant, Collaborative Research: Facing the Challenges of Learning and Teaching About Evolution: A Synthesis, Arizona State University, Principal Investigators: Drs. Sarah Brem, Margaret Evans, & Gale Sinatra, funded by the National Science Foundation (2007-2009).
Investigators: Drs. Martin L. Maehr & Stuart Karabenick, funded by the National Science Foundation (2003 – 2005).
PUBLICATIONS Journal Articles
Linnenbrink-Garcia, L., Middleton, M. J., Ciani, K. D., Easter, M. A., O’Keefe, P. A., & Zusho, A. (accepted with revisions). The strength of the relation between performance-approach and performance-avoidance goal orientations: Theoretical, methodological, and instructional implications. Educational Psychologist.
Linnenbrink-Garcia, L., Patall, E. A., & Messersmith, E. E. (in press). Antecedents and consequences of situational interest. British Journal of Educational Psychology. O’Keefe, P. A., Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (in press). Shaping achievement
goal orientations in a mastery-structured environment: An examination of concomitant changes in related contingencies of self-worth and interest. Motivation and Emotion.
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.
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36, 1-3.
Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36, 13-24. 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327.
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.
Journal Articles Currently Under Review
Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (revise and resubmit). Extending self-regulated learning to include self-regulated emotion strategies. Motivation and Emotion. Currently revising for resubmission.
Snyder, K. E., & Linnenbrink-Garcia, L. (revise and resubmit). A dynamic systems approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist. Revision submitted.
Zusho, A., Linnnenbrink-Garcia, L., & Rogat, T. K. (revise and resubmit). Reevaluating the evidence regarding achievement goal orientations in the classroom: A response to Senko, Hulleman, and Harackiewicz. Educational Psychologist. Currently revising for resubmission.
Books
Pekrun, R., & Linnenbrink-Garcia, L. (Eds.) (in preparation). Handbook of emotions in education. New York, NY: Routledge.
Book Chapters
Rogat, T. K., & Linnenbrink-Garcia, L. (in press). 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. Rogat, T. K., Linnenbrink-Garcia, L. & DiDonato, N. (in press). Motivation in collaborative
groups. Chapter to appear in C. Hmelo-Silver, A. O’Donnell, C. Chan, & C. Chinn (Eds.), The international handbook of collaborative learning. Taylor & Francis.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
TECHNICAL REPORTS AND MANUALS
Patrick, H., Ryan, A., Anderman-Hicks, L., Middleton, M., Linnenbrink, E. A., Hruda, L., Edelin, E., Kaplan, A., & Midgley, C. (1997). Observing patterns of adaptive learning (OPAL). The University of Michigan, Ann Arbor, MI.
NATIONAL AND INTERNATIONAL REFEREED CONFERENCE PRESENTATIONS
Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2012, April). Extending self-regulated learning to include self-regulated emotions. Paper presented at the annual meeting of the
American Educational Research Association, Vancouver, Canada.
Linnenbrink-Garcia, L., Riggsbee, J., Hill, N. E., Snyder, K. E., & Ben-Eliyahu, A. (2012, April). Motivational profiles of upper-elementary school students: Stability and change in relation to academic engagement. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.
Malin, J., Snyder, K. E., Dent, A., & Linnenbrink-Garcia, L. (2012, April). Reactions to failure: Self-sabotage when giftedness is viewed as fixed. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada. Snyder, K. E., & Linnenbrink-Garcia, L. (2012, April). Applying dynamic systems theory to
underachievement research: A theoretical model of development. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada. Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2011, April). Achievement goal orientations,
emotions, and engagement: A focus on the varying role of emotions in favorite and least-favorite classes. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Linnenbrink-Garcia, L., Shell, D., & Husman, J. (2011, April). Longitudinal stability of profiles of motivated self-regulation in the elementary classroom. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Linnenbrink-Garcia, L., Middleton, M. J., Ciani, K. D., Easter, M. A., & O’Keefe, P. (2011, April). The strength of the relation between approach and performance-avoidance goal orientations: Theoretical, practical, and methodological implications. Paper presented at the annual meeting of the American Educational Research
Association, New Orleans, LA.
O’Keefe, P. A., & Linnenbrink-Garcia, L. (2011, April). Interest and the optimization of self-regulatory resources. Paper presented at the annual meeting of the American
Educational Research Association, New Orleans, LA.
Snyder, K. E., & Linnenbrink-Garcia, L. (2011, April). Messages about giftedness: An experimental investigation of underachievement. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
O’Keefe, P. A., Dweck, C. S., Shah, J. Y., Linnenbrink-Garcia, L. (2011, January). The situational adaptiveness of implicit theories of intelligence. Paper presented at the annual meeting of the Society for Personality and Social Psychology, San Antonio, TX.
Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2010, September). The relation of affect to behavioral, cognitive, and social engagement: A focus on student engagement during small group instruction. Paper presented at the International Conference on Motivation, Porto, Portugal.
Rogat, T. K., & Linnenbrink-Garcia, L. (2010, September). Regulatory processes employed by collaborative groups. Paper presented at the International Conference on Motivation, Porto, Portugal.
Ben-Eliyahu, A., Linnenbrink-Garcia, L., & Putallaz, M. (2010, April). Differential patterns relating social and academic goal orientations to social and academic behaviors and self-perceptions. Poster presented at the annual meeting of the American Educational Research Association, Denver, CO.
Flanagan, K. E., Linnenbrink-Garcia, L., Putallaz, M., & Peairs, K. F. (2010, April).
Academic disengagement and the underachievement of gifted students. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO. O’Keefe, P. A., Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2010, January). Shaping
achievement goal orientations in a mastery-structured environment: An examination of concomitant changes in related contingencies of self-worth and interest. Poster
presented at the Society of Personality and Social Psychology, Las Vegas, NV.
Ben-Eliyahu, A., Linnenbrink-Garcia, L., & Putallaz, M. (2009, April). The interplay between academic and social goal orientations and their relations to self-concept. Poster
presented at the biennial meeting of the Society for Research on Child Development, Denver, CO.
Flanagan, K. E., & Linnenbrink-Garcia, L. (2009, April). Profiling the gifted underachiever: Examination through a motivational lens. Poster presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Flanagan, K. E., Linnenbrink-Garcia, L., & Putallaz, M. (2009, April). Why don’t all gifted students achieve academically? Profiles of underachievers. Poster presented at the biennial meeting of the Society for Research on Child Development, Denver, CO.
Linnenbrink-Garcia, L., Patall, E. A., & Messersmith, E. E. (2009, April). Antecedents and consequences of situational interest in science. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Linnenbrink-Garcia, L., & Pugh, K. J. (2009, April). Changing students’ conceptions of natural selection: The role of individual interest. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
O’Keefe, P.A., Messersmith, E. E., & Linnenbrink-Garcia, L. (2009, April). The facilitation of fit: Interactive effects of achievement goal orientations and classroom goal structures. Paper presented at the annual meeting of the American Educational Research
O’Keefe, P. A., & Linnenbrink-Garcia, L. (2009, February). Interest as a non-depleting
cognitive process. Poster presented at the annual meeting of the Society for Personality
and Social Psychology, Tampa, FL.
Flanagan, K. E., Nietfeld, J. L., & Linnenbrink-Garcia, L. (2008, November) Giftedness and
metacognition: A longitudinal investigation of cognitive monitoring. Poster presented at
the annual meeting of the National Association for Gifted Children, Tampa, FL.
Linnenbrink-Garcia, L. (2008, March). Theoretical distinctions among affective experiences. Paper presented at the annual meeting of the American Educational Research
Association, New York, NY.
O’Keefe, P. A., Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2008, March). Effects of a mastery learning environment on achievement goals and self-worth: A multiphase study. Poster presented at the annual meeting of the American Educational Research
Association, New York, NY.
Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E. (2008, March).Achievement goal
orientations and emotional responses during standardized testing. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
Linnenbrink-Garcia, L. (2007, November). Motivation and emotion in science instruction. Talk presented at the Southwest Consortium for Innovations in Psychology in
Education, Phoenix, AZ.
Kempler, T. M., & Linnenbrink-Garcia, L. (2007, July). Exploring self-regulation in group contexts. Poster presented at the Computer Support for Collaborative Learning
conference, New Brunswick, NJ. Proceedings published in C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 8th computer-supported collaborative learning conference (pp. 357-360). New Brunswick, NJ: International Society of the Learning Sciences.
Linnenbrink-Garcia, L., Pugh, K., Kelly, K L., Stewart, V., & Manzey, C. (2007, March). Developing conceptual understanding and engagement in high school biology: The role of interest, efficacy, and prior knowledge. Paper presented at the biennial meeting of the Society for Research on Child Development, Boston, MA.
Linnenbrink-Garcia, L., & Tyson, D. F. (2007, April). Reactions to challenge: The interplay between achievement goal orientations and affect. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Pugh, K. J., Linnenbrink-Garcia, L., Kelly, K. L., Stewart, V. C., Manzey, C. (2007, April). Learning to teach for conceptual change and transformative experiences. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Pugh, K. J., Linnenbrink-Garcia, L., Manzey, C., Stewart, V. C., & Kelly, K. L. (2007, April). Transfer of the concept of natural selection. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Tyson, D. F., & Linnenbrink, E. A. (2006, August). Investigating a self-regulatory model of achievement goals: The role of emotion regulation, affect, and cognition. Paper presented at the annual meeting of the American Psychological Association, New Orleans, LA.
Linnenbrink, E. A., (2006, July). Motivation, affect, and cognitive processing: Can these models be integrated? Paper presented at the biennial meeting of the International Society for the Study of Behavioral Development, Melbourne, AUS.
Linnenbrink, E. A. & Tyson, D. F., (2006, April). Measuring student affect in educational contexts. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Pugh, K., Linnenbrink, E. A., Kelly, K. L., Manzey, C., & Stewart, V. (2006, April). Motivation, learning, and transformative experience: A study of deep engagement in science. Poster presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Linnenbrink, E. A., Kelly, K. L., & Kempler, T. M. (2005, August). Affect during small group instruction: Implications for students’ engagement and learning. Paper presented at the biennial meeting of European Association for Research on Learning and Instruction, Nicosia, Cyprus.
Linnenbrink, E. A. (2004, October). Motivation and affect as predictors of cognitive
processing: Integrating research on affect and motivation. Poster presented at the Jacobs Foundation Conference on Educational Influences, Zurich, Switzerland.
Kempler, T. M., & Linnenbrink, E. A. (2004, April). Re-examining the influence of competition structures in group contexts: Implications for social and cognitive interactions in small groups. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Linnenbrink, E. A. (2004, April). Considering positive and negative affect in learning from science texts. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Linnenbrink, E. A., & Kempler, T. M. (2004, April). Affect in collaborative groups: An
exploration of the dynamic nature of affect. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Pugh, K., Kleshinski, O., Linnenbrink, E. A., & Fox, C. (2004, April). Transformative
experiences in science: Using Rasch to develop a quantitative measure. Poster presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Linnenbrink, E. A. (2003, April). The dilemma of performance goals: The use of multiple goal contexts to promote students’ motivation and learning in cooperative groups. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Linnenbrink, E. A., & Pintrich, P. R. (2003, April). Motivation, affect, and cognitive processing: What role does affect play?Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Kempler, T., Linnenbrink, E. A., Zusho, A., & Maehr, M. L. (2002, April). Encouraging adaptive patterns of learning in collaborative groups: The role of social and motivational processes. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Linnenbrink, E. A. & Pintrich, P. R. (2001, August). Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. Paper presented at the biennial meeting of European Association for Research on Learning and
Instruction, Fribourg, Switzerland.
Linnenbrink, E. A., & Pintrich, P. R. (2001, August). The role of motivation and intentionality in conceptual change processes. Paper presented at the biennial meeting of European Association for Research on Learning and Instruction, Fribourg, Switzerland.
Linnenbrink, E. A., & Pintrich, P. R. (2001, April). Achievement goals and affect: A dynamic relation. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
Pintrich, P. R. & Linnenbrink, E. A. (2000, April). The role of motivation in intentional learning. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Linnenbrink, E. A., Hruda, L. Z., Haydel, A., Star, J., & Maehr, M. L. (1999, April). Student motivation and cooperative groups: Using achievement goal theory to investigate students’ socio-emotional and cognitive outcomes. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Hruda, L. Z., Linnenbrink, E. A., Haydel, A., Paris, A., & Maehr, M. L. (1999, April).
“Passing the buck”: The relation of achievement goals to social loafing in cooperative groups. Poster presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Hruda, L. Z., Middleton, M. J., & Linnenbrink, E. A. (1999, April). Teachers’ facilitation of students’ socio-emotional development through classroom rules and management. Poster presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Pintrich, P. R., Linnenbrink, E. A., & Ryan, A. M. (1998, November). The role of motivational beliefs in conceptual change. Paper presented at the Second European Symposium on Conceptual Change, Madrid, Spain.
Middleton, M. J., Hruda, L. Z., & Linnenbrink, E. A. (1998, June). Teachers’ use of social comparison in the classroom. Poster presented at the meeting of the Society for the Psychological Study of Social Issues, Ann Arbor, MI.
Linnenbrink, E. A., & Hruda, L. Z. (1998, April). Perceptions of parents’ achievement goals: Relation to children’s goals and strategy use. Poster presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Linnenbrink, E. A., Ryan, A. M., & Pintrich, P. R. (1998, April). The role of goals and affect in working memory functioning. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Hruda, L. Z., Linnenbrink, E. A., & Midgley, C. (1997, August). Achievement motivation: Discrepancy between personal goals and perceived classroom goals. Poster presented at the annual meeting of the American Psychological Association, Chicago, IL.
Ryan, A. M., Gheen, M., Midgley, C., & Linnenbrink, E. A. (1997, April). “I have a
question...” Who seeks help in the classroom, and what kinds of classrooms encourage help-seeking? Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Wood, S., Roeser, R., & Linnenbrink, E. A. (1996, April). Toward a further understanding of school goal structure: Objective and subjective measures. Poster presented at the
annual meeting of the American Educational Research Association, New York, NY.
Linnenbrink, E. A., & Anderman, E. (1995, April). News seeking behavior. Paper presented at the annual meeting of the American Educational Research Association, San
Francisco, CA.
INVITED LECTURES AND PRESENTATIONS
University of North Carolina, Chapel Hill, School of Pharmacy, Center for Educational Excellence. Effectively Supporting Student Motivation. September, 2011.
American Psychological Association, Washington, D.C. Motivational Profiles and Student Engagement: An Integrative Perspective. Invited address presented as the Richard E. Snow Award recipient. August, 2011.
Duke University, Department of Psychology & Neuroscience Colloquium, Self-Regulation in School Settings. March, 2011.
Duke University, Teaching in the Sciences: Preparing for a Career in Undergraduate Education, Effectively Supporting Student Motivation. March, 2011
Engagement in School: A Focus on Interest. February, 2011.
American Educational Research Association, Denver, CO. Contextual Supports for Student Motivation. Invited address presented as part of Division C session entitled New Directions in Learning and Instruction. April, 2010.
Duke University, Panel Participant, Future Educators Working Group, Designing Your First Course. April, 2010
Center for Developmental Science, University of North Carolina, Chapel Hill, Carolina Consortium on Human Development, Emotion and Motivational Processes. November, 2009. Center for Developmental Science, University of North Carolina, Chapel Hill, Carolina Consortium on Human Development, Theoretical Perspectives on Motivation to Learn. September, 2009.
Duke University, Center for Teacher Learning and Collaboration Program, Encouraging Engagement: Suggestions for Promoting and Sustaining Students’ Motivation in School. August, 2009.
Duke University, Duke – Durham Public Schools Partnership Research Meeting, Supporting Students' Motivation in School: A Focus on Classroom Support. April, 2009.
University of North Carolina, Chapel Hill, Developmental Brownbag, Promoting Students’ Engagement and Learning in School: Situational Interest as a Precursor to the Development of Individual Interest. November, 2008.
Duke University, Social Psychology Brownbag, Achievement Goal Orientations and Engagement: What Role Does Emotion Play? September, 2008.
Duke University, Center for Teacher Learning and Collaboration Program, Encouraging Engagement: Suggestions for Promoting and Sustaining Students’ Motivation in School. August, 2008.
Duke University, Duke Center for Science Education. Facilitating Undergraduates’ Interest in Science: A Focus on Classroom Factors. June, 2008.
Duke University, Spencer Fellows Symposium, Promoting Students’ Engagement and Learning in School: Situational Interest as a Precursor to the Development of Individual Interest. May, 2008.
Duke University, Center for Teacher Learning and Collaboration Program, Encouraging Engagement: Suggestions for Promoting and Sustaining Students’ Motivation in School. November, 2007.
Duke University, Developmental Psychology Brownbag, Development of Achievement Motivation. October, 2007.
Duke University, Developmental Psychology Brownbag, How to Get From Here to There: A Panel Discussion on Job Searching and Options in Developmental Psychology. September, 2006.
University of Michigan, Ann Arbor, Festschrift in Honor of Martin L. Maehr, Achievement Goals and Engagement: Affect as an Underlying Mechanism? May, 2006.
University of North Carolina-Chapel Hill, Developmental Psychology Brownbag. The Dilemma of Competition: Personal and Contextual Influences on Students’ Motivation and Learning. February, 2006.
Duke University, Developmental Psychology Brownbag, Bells and Whistles versus Meaningful Encoding: Situational Interest as a Precursor to the Development of Personal Interest. October, 2005.
Duke University, Spencer Fellows Symposium, The Dilemma of Competition: Personal and Contextual Influences on Students’ Motivation and Learning. October, 2005.
American Psychological Association, Honolulu, HI. The Dilemma of Performance Goals: Promoting Students’ Motivation and Learning in Varying Goal-Oriented Classrooms. Invited address presented as the Division 15 Outstanding Dissertation Award recipient. August, 2004.
OTHER CONFERENCE ACTIVITIES
Co-Chair with Jennifer Henderlong Corpus, Symposium on Considering the Whole Student: The Use of Person-Centered Approaches to Characterize and Study Motivation. Annual meeting of the American Educational Research Association, Vancouver, Canada. April, 2012. Discussant, Symposium on Boredom in Academic Settings. Annual meeting of the American Educational Research Association, Vancouver, Canada. April, 2012.
Moderator, Emotion Working Group. Biannual conference of the Southwest Consortium for Innovative Psychology in Education. November, 2011.
Co-Chair with Reinhard Pekrun, Symposium on The Functional Relevance of Emotions for Students’ Engagement and Performance. Annual meeting of the American Educational Research Association, New Orleans, LA. April, 2011.
Co-Chair with Reinhard Pekrun, Symposium on Students Emotions and Academic Engagement. Biennial meeting of the International Conference on Motivation, Porto, Portugal. September, 2010.
Discussant, Symposium on Antecedents of Emotions in Education. Biennial meeting of European Association for Research on Learning and Instruction. Budapest, Hungary. August, 2007.
for Theory and Practice. Annual meeting of the American Educational Research Association, Chicago, IL. April, 2007.
Session Facilitator, Making Sense of Goal Theory. Southwest Consortium for Innovations in Psychology in Education. Las Vegas, NV. November, 2005.
Featured Participant, Measuring Motivational and Affective Constructs. Southwest Consortium for Innovations in Psychology in Education. Las Vegas, NV. November, 2005.
Chair, Symposium on Reflections on Emotion Research: The Theoretical Integration of Affect, Motivation, and Cognition. Annual meeting of the American Educational Research Association, Montreal, Canada. April, 2005.
Panelist, Symposium on Remembering Paul Pintrich – Contributions from a Past President. Annual meeting of the American Psychological Association, Honolulu, HI. August, 2004. Panelist, Symposium on Remembering Paul R. Pintrich: A Legacy of Research on Goals, Self-Regulation, and Epistemological Thinking. Annual meeting of the American Educational Research Association, San Diego, CA. April, 2004.
TEACHING Duke University (2005 – present)
Undergraduate
Educational Psychology (PSY 108A/EDUC 118) Seminar in Achievement Motivation (PSY 154S) Undergraduate/Graduate
Seminar in Emotion (PSY 208S) Graduate
Development of Achievement Motivation (PSY 312)
Special Topics in Developmental Psychology: Motivation, Learning, & School Engagement (PSY 391)
University of Toledo (2002 – 2005)
Undergraduate
Child Development (EDP 3210)
Adolescent Development and Learning (EDP 3250) Foundations of Teaching and Learning (EDP 3280) Graduate
Child Behavior and Development (EDP 4/5210)
Thinking and Reasoning in School Contexts (EDP 6/8360) Motivation Theory and Application (EDP 6/8140)
GRADUATE/DOCTORAL ADVISING University of Toledo (2002 – 2005)
Primary Advisor
Lauran Snyder, M.A. 2005
Kristin L. K. Koskey, Ph.D. 2009 (advisor for 2004-2005 only), currently: Assistant Professor, University of Akron
Duke University (2005 – present)
Primary Advisor
Adar Ben-Eliyahu, Ph.D. 2011, currently: Postdoctoral Fellow, University of Massachusetts, Boston
Kate E. Snyder (formerly Flanagan), Ph.D. 2012, currently: Assistant Professor, University of Louisville
Michael Barger, expected Ph.D. 2016
Stephanie Wormington, expected Ph.D. 2016 Secondary Advisor
Dian F. Tyson, Ph.D. 2008, currently: US Department of Health and Human Services Erika A. Patall, Ph.D. 2009, currently: Assistant Professor, University of Texas, Austin Paul A. O’Keefe, Ph.D. 2009, currently: Postdoctoral Research Fellow, Stanford University Postdoctoral Advisor
Emily E. Messersmith (2007-2008), Center for Developmental Science, currently: Research Analyst, Arbor Research Collaborative for Health, Ann Arbor MI
PROFESSIONAL SERVICE Editorial and reviewer activities
Guest Editor with Reinhard Pekrun, Contemporary Educational Psychology, 2011, special issue entitled “Students’ Emotions and Academic Engagement”
Guest Editor, Educational Psychology Review, 2006, special issue entitled “Emotion Research in Education: Theoretical and Methodological Perspectives on the Integration of Affect, Motivation, and Cognition”
Editorial Board, Contemporary Educational Psychology, 2005 – present Editorial Board, Journal of Educational Psychology, 2005 – present Editorial Board, Learning and Instruction, 2010 – present
Standing Review Board, American Educational Research Association, Division C, Section 6, 2007 – 2009.
Standing Review Board, American Educational Research Association, Motivation in Education SIG, 2010 – 2011.
Review Panelist, National Science Foundation, Division of Research on Learning in Formal and Informal Settings (DRL), 2011, 2012.
Ad hoc reviewer, American Educational Research Journal Ad hoc reviewer, Anxiety, Stress, & Coping
Ad hoc reviewer, British Journal of Educational Psychology Ad hoc reviewer, Child Development
Ad hoc reviewer, Cognition and Emotion
Ad hoc reviewer, Contemporary Educational Psychology Ad hoc reviewer, Developmental Psychology
Ad hoc reviewer, Educational Psychologist Ad hoc reviewer, Educational Research Review Ad hoc reviewer, Elementary School Journal
Ad hoc reviewer, Journal of Applied Developmental Psychology Ad hoc reviewer, Journal of Educational Psychology
Ad hoc reviewer, Journal of Educational Research
Ad hoc reviewer, Journal of Experimental Social Psychology Ad hoc reviewer, Journal of Experimental Education
Ad hoc reviewer, Journal of Research on Science Teaching Ad hoc reviewer, Instructional Science
Ad hoc reviewer, International Applied Psychology Journal Ad hoc reviewer, Learning & Individual Differences
Ad hoc reviewer, Learning and Instruction Ad hoc reviewer, Merrill-Palmer Quarterly Ad hoc reviewer, Motivation and Emotion
Ad hoc reviewer, Personality and Individual Differences Ad hoc reviewer, Personality and Social Psychology Bulletin
Reviewer for Meece, J. L., & Eccles, J. S. (2010). Handbook of schools, schooling, and human development. Routledge.
Reviewer for Colwell, R., & Richardson, C. (in press). The new handbook of research on music teaching and learning (2nd Edition). Oxford: Oxford University Press.
Proposal Reviewer, American Educational Research Association Division C, Section 6, 2004, 2005
Motivation in Education Special Interest Group, 2004, 2005
National Service
Chair, American Educational Research Association, Division C Graduate Student Seminar, 2012-2013.
Co-Chair, American Educational Research Association, Division C Graduate Student Seminar, 2011-2012.
Faculty Advisor, American Educational Research Association, Division C Graduate Student Council, 2010-2012.
Faculty Mentor, American Educational Research Association, Division C Graduate Student Seminar, 2009, 2010, 2011.
Treasurer, American Educational Research Association, Motivation Special Interest Group, 2008 – 2010.
Committee Member, American Psychological Association, Division 15, Dissertation Research Grants Subcommittee, 2007.
Faculty Mentor, American Psychological Association, Division 15 Graduate Student Seminar, 2004, 2011.
University Service
Duke University
Joint Duke-UNC Developmental Certificate Program Coordinator, 2011 – present.
Developmental Psychology Search Committee, Department of Psychology & Neuroscience, 2011 – 2012.
Duke Talent Identification Program Director Search Committee, Duke University, 2010 – 2011.
Organizing Committee, Center for Developmental Science (UNC-CH), Carolina Consortium on Human Development, 2009
Advisory Board, Duke Center on Science Education, 2007 – present.
Advisory Committee, Elementary Teacher Preparation Program, 2006 – present. Colloquium Committee, Department of Psychology & Neuroscience, 2006 – 2011. Admissions Committee, Developmental Psychology, 2005 – 2008, 2010 – 2011. Social Affective Neuroscience Search Committee, Department of Psychology & Neuroscience, 2007.
Zener Psychology Award Committee, Psychology: Social and Health Sciences, 2006. Chair, Colloquium Committee, Psychology: Social and Health Sciences, 2005 – 2006. University of Toledo
Carver Center Task Force, College of Education, 2003 – 2005. Doctoral Monitoring Committee, College of Education, 2003 – 2005.
