- 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.*
- 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. doi: 10.1037/edu0000245
- 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.
- Robinson, K. A., Lee, Y-k., Bovee, E. A., Perez, A., 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.
- 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.
This project will bring together a multi-disciplinary team of researchers and science teachers to identify a set of practices that science teachers can readily incorporate into their planning and instruction. The project will design, develop, and test a research-based professional learning approach to help middle school science teachers effectively support and sustain student motivational competencies during science instruction.