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Student Dean for the School of Psychology and Education
Academic Director of the Psychology Master's Program in the Learning Sciences
Assistant Director of the Doctoral Training Program in the Learning Sciences
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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 key focus of my research is on 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:
- Can emotions be contagious between teachers and their students?How can teacher and student emotions be measured?
- What are the causes and effects of teachers' emotions?
- Can enthusiastic teachers increase students' 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?
Open Science and my Commitment to Research Transparency
I embrace the values of openness and transparency in science. I believe that such research practices increase the informational value and impact of our research, as the data can be reanalyzed and synthesized in future studies. Furthermore, they increase the credibility of the results, as an independent verification and replication is possible.
For this reason, I signed the Commitment to Research Transparency.
Selected Recent Publications
I'm happy to share my publications through Research Gate.
- Frenzel, A. C., Taxer, J. L., Schwab, C., & Kuhbandner, C. (in press). Independent and joint effects of teacher enthusiasm and motivation on students‘ motivation and experiences: A field study. Motivation and Emotion. DOI: 10.1007/s11031-018-9738-7.
- Pekrun, R., Murayama, K., Marsh, H. W., Goetz, T., & Frenzel, A. C. (in press). Happy fish in little ponds: Testing a compositional effects model of achievement and emotion. Journal of Personality and Social Psychology.
- Taxer, J. L. & Frenzel, A. C. (in press). Do quality teacher-student relationships protect teachers from emotional exhaustion? The mediating role of enjoyment and anger. Social Psychology of Education.
- Lohbeck, A., Hagenauer, G., & Frenzel, A. C. (2018). Teachers’ self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education, 70, 111-120.
- Frenzel, A. C., Becker-Kurz, B., Pekrun, R, Goetz, T., Lüdtke, O. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, 110 (5), 628-639. http://dx.doi.org/10.1037/edu0000228
- Taxer, J. & Frenzel, A. C. (2017). Inauthentic expressions of enthusiasm: Exploring the cost of emotional dissonance in teachers. Learning & Instruction, 53, 74-88.
- Jacob, B.*, Frenzel, A. C.*, & Stephens, E. J. (2017). Good teaching feels good--but what is "good teaching"? Exploring teachers' definitions of teaching success in mathematics. ZDM Mathematics Education. doi: 10.1007/s11858-017-0848-6 [*both authors contributed equally]
- Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers’ goal orientations: Effects on classroom goal structures and emotions. British Journal of Educational Psychology, 87, 90–107. doi: 10.1111/bjep.12137
- Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M. &. Durksen, T. L., Becker-Kurz, B., & Klassen, R. (2016). Measuring Enjoyment, Anger, and Anxiety during Teaching: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148-163. doi: http://dx.doi.org/10.1016/j.cedpsych.
- Keller, M. M., Woolfolk Hoy, A. E., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28, 743-769. doi:10.1007/s10648-015-9354-y
- 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.
Book Sections and co-edited volumes
- Frenzel, A. C. & Taxer, J. (2018). Das kannst Du doch besser! – Effekte von Lehrerärger und –mitleid nach Misserfolg auf das Misserfolgs-Attributionsmuster und die Persistenz von Lernenden. In: G. Hagenauer & T. Hascher, Emotionen und Emotionsregulation in der Schule. Münster, Germany: Waxmann
- Pekrun, R. Muis, K. R., Frenzel, A. C., & Goetz, T. (2017). Emotions at School. New, York: Routledge.
- 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.