Psychology in the Learning Sciences

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Prof. Anne Frenzel

Prof. Dr. Anne Frenzel

Student Dean for the School of Education and Psychology

Academic Director of the Master's Program Psychology: Learning Sciences"



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 5 p.m.
Advance email registration is mandatory.


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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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?

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

A full list of my publications can be found here. I'm happy to share my publications through Research Gate.

Peer-reviewed Articles

  • Moè, A., Frenzel, A. C., Au, L. & Taxer, J. L. (2020). Displayed enthusiasm attracts attention and improves recall. British Journal of Educational Psychology. doi: 10.1111/bjep.12399
  • Arens, A. K., Frenzel, A. C., & Goetz, T. (2020). Self-concept and Self-efficacy in math: Longitudinal interrelations and reciprocal linkages with achievement. The Journal of Experimental Education.
  • Buric, I. & Frenzel, A. C. (2020). Teacher emotional labour, instructional quality and students’ academic engagement: A multilevel analysis. Teachers and Teaching: Theory and Practice.
  • Chen, J., Yin, H., & Frenzel, A. C. (2020). Editorial: Teacher emotions matter—nature, antecedents, and effects. 11(3052). doi:10.3389/fpsyg.2020.605389
  • Frenzel, A. C., Fiedler, D., Marx, A. K. G., Reck, C. & Pekrun, R. (2020). Who enjoys teaching, and when? Between-and within-person evidence on teachers' appraisal-emotion links. Frontiers in Psychology, 11: 1092. doi: 10.3389/fpsyg.2020.01092
  • Michel, Y. A., Steinmayr, R., Frenzel, A. C. & Ziegler, M., (2020). Unpacking domain-specific achievement motivation: The role of contextualizing items for test-criterion correlations. Educational Psychology.
  • Schwartze, M. M., Frenzel, A. C., Goetz, T., Marx, A. K. G., Reck, C., Pekrun, R., & Fiedler, D. (2020). Excessive boredom among adolescents: A comparison between low and high achievers. PloS One, 15(11), e0241671.
  • Frenzel, A. C., Taxer, J. L., Schwab, C., & Kuhbandner, C. (2019). Independent and joint effects of teacher enthusiasm and motivation on students‘ motivation and experiences: A field study. Motivation and Emotion. 43(2), 255-256.
  • Pekrun, R., Murayama, K., Marsh, H. W., Goetz, T., & Frenzel, A. C. (2019). Happy fish in little ponds: Testing a compositional effects model of achievement and emotion. Journal of Personality and Social Psychology.
  • 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.

Recently Published Book Sections and Co-edited Volumes

  • Kuhbandner, C. & Frenzel, A. C. (2019). Emotionen. In: D. Urhane, M. Dresel, F. Fischer, Psychologie für den Lehrerberuf. Berlin, Germany: Springer.
  • Loderer K., Pekrun R., Frenzel A. C. (2018) Emotionen beim technologiebasierten Lernen. In: Niegemann H., Weinberger A. (Eds). Lernen mit Bildungstechnologien. Berlin, Heidelberg: Springer.
  • 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.