| THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM EA Linnenbrink, PR Pintrich Reading &Writing Quarterly 19 (2), 119-137, 2003 | 2344 | 2003 |
| Motivation as an enabler for academic success EA Linnenbrink, PR Pintrich School psychology review 31 (3), 313-327, 2002 | 1971 | 2002 |
| Academic emotions and student engagement R Pekrun, L Linnenbrink-Garcia Handbook of research on student engagement, 259-282, 2012 | 1209 | 2012 |
| 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 | 992 | 2005 |
| 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 | 991 | 2008 |
| International Handbook of Emotions in Education R Pekrun, L Linnenbrink-Garcia Routledge, 2014 | 942 | 2014 |
| Achievement goal theory and affect: An asymmetrical bidirectional model EA Linnenbrink, PR Pintrich Educational Psychologist 37 (2), 69-78, 2002 | 859 | 2002 |
| Students’ emotions and academic engagement: Introduction to the special issue L Linnenbrink-Garcia, R Pekrun Contemporary Educational Psychology 36 (1), 1-3, 2011 | 580 | 2011 |
| 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 | 574 | 2010 |
| 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 | 526 | 2007 |
| 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 | 472 | 2006 |
| Affect and engagement during small group instruction L Linnenbrink-Garcia, TK Rogat, KLK Koskey Contemporary Educational Psychology 36 (1), 13-24, 2011 | 395 | 2011 |
| 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 | 362 | 2000 |
| 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 | 357 | 2011 |
| 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 | 338 | 2008 |
| 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 | 324 | 2010 |
| Adaptive motivation and emotion in education: Research and principles for instructional design L Linnenbrink-Garcia, EA Patall, R Pekrun Policy Insights from the Behavioral and Brain Sciences 3 (2), 228-236, 2016 | 313 | 2016 |
| Antecedents and consequences of situational interest L Linnenbrink‐Garcia, EA Patall, EE Messersmith British Journal of Educational Psychology 83 (4), 591-614, 2013 | 244 | 2013 |
| Role of affect in cognitive processing in academic contexts EA Linnenbrink, PR Pintrich Motivation, emotion, and cognition: Integrative perspectives on intellectual …, 2004 | 218 | 2004 |
| Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. EA Linnenbrink, PR Pintrich Elmsford, NY, US: Pergamon Press, 2001 | 209 | 2001 |
