Psychology in the Learning Sciences

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Prof. Anne Frenzel

Prof. Dr. Anne Frenzel

Director of the "Psychology Master's Program in the Learning Sciences"
Assistant Director of "Doctoral Training Program in the Learning Sciences"

Women's Mentor for Faculty 11



Department of Psychology
Leopoldstr. 13
D-80802 München

Room: 3104
Phone: +49 (0) 89 / 2180 - 72557
Fax: +49 (0) 89 / 2180 - 72508

Office hours:
Mondays 4 p.m.
Advance email registration is mandatory.


Student Dean for the School of Education and Psychology

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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Educational Background

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

Research Interests

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?

Selected Recent Publications

I'm happy to share my publications through Research Gate.

Peer-reviewed Articles

  • 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. (in press). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology.
  • 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:
  • 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
  • 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:
  • 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

  • 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
  • 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.