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Director of the Psychology Master's Program in the Learning Sciences
Assistant Director of the Doctoral Training Program in the Learning Sciences
Women's Mentor for Faculty11 in the context of LMUMentoring
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|May 2009||Habilitation at the University of Munich
Venia Legendi for Educational Psychology and Learning Sciences
|July 2004||Doctorate (Dr. phil.) at the University of Munich
Title of Dissertation: Students’ Emotional Experiences in Mathematics: Examining the Impact of Culture, Classroom Climate and Gender from a Social-Cognitive Perspective
|1999-2001||Study Program "Psychology of Excellence" at the University of Munich
Title of Master’s Thesis: Implicit Learning – Empirical and Pedagogical Issues
|1997-1999||Study Program "Diplom Psychologie" at Julius-Maximilians-Universität Würzburg|
The main focus of my research is teachers' and students' emotional experiences. I consider emotions to be relevant because they are an integral component of subjective well-being. Emotions also impact the quality of teaching, learning and achievement and consequently, play a central role in achievement oriented societies.
I am interested in research questions such as:
- How can teacher and student emotions be measured?
- What are the causes and effects of teachers emotions?
- Can emotions be contagious between teachers and their students?
- Can enthusiastic teachers increase their joy and interest in learning?
- What is the impact of anger feedback in achievement contexts?
- How does interest develop and change over the course of school years?
Selected Recent Publications
- Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M. &. Durksen, T. L., Becker-Kurz, B., & Klassen, R. (in press). Measuring Enjoyment, Anger, and Anxiety during Teaching: The Teacher Emotions Scales (TES). Contemporary Educational Psychology.
- Keller, M. M., Woolfolk Hoy, A. E., Goetz, T., & Frenzel, A. C. (in press). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review.
- Goetz, T., Becker, E. S., Bieg, M., Keller, M. M., Frenzel, A. C., & Hall, N. C. (2015). The glass half empty: How emotional exhaustion affects the state-trait discrepancy in self-reports of teaching emotions. PLoS ONE 10(9): e0137441. doi:10.1371/journal.pone.0137441
- Frenzel, A. C.*, Becker-Kurz, B.*, Pekrun, R., & Goetz, T. (2015). Teaching this class drives me nuts! – Examining the person and context specificity of teacher emotions. PLoS ONE 10(6): e0129630. doi:10.1371/journal.pone.0129630 (* authors contributed equally)
- Taxer, J. L., & Frenzel, A. C. (2015). Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions. Teaching and Teacher Education, 42, 78-88. doi: dx.doi.org/10.1016/j.tate.2015.03.003
- Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U., Pekrun, R., & Lipnevich, A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38, 401-419
- Frenzel, A. C., Pekrun, R., Dicke, A.-L., & Goetz, T. (2012). Beyond Quantitative Decline: Conceptual Shifts in Adolescents' Development of Interest in Mathematics. Developmental Psychology, 48(4), 1069-1082.
- Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers’ relatedness with students: An underemphasized aspect of teachers’ basic psychological needs. Journal of Educational Psychology, 104, 150-165.
- Pekrun, R., Goetz, T., Frenzel, A. C., & Perry, R. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.
- Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705–716.
- Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & E. A. Linnenbrink (Eds.), International Handbook of Emotions in Education (pp. 494-519). New York: Routledge.
- Frenzel, A. C., Stephens, E. J. (2013). Emotions. In. N. C: Hall &T. Goetz (Eds), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 1-56). Bingley, UK: Emerald.