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"



Ludwig-Maximilians-Universität München
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:

  • What is the role of emotions during tests of (e.g. visual) working memory in the lab?
  • How do teacher-student relationships affect classroom functioning and teacher well-being?
  • 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? 
I continually learn and teach using Datacamp.

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

You can find a full list of my publications on my Research Gate Profile. I am also happy to share any non-available papers and chapters through RG.

Recent Peer-reviewed Articles

  • Frenzel, A. C., Daniels, L. & Buric, I. (in press). Teacher emotions and their impact on student outcomes. Educational Psychologist.
  • Laybourn, S., Frenzel, A. C., Constant, M., & Liesefeld, R. (in press). Incidental emotions in the laboratory relate to visual working memory performance. Journal of Experimental Psychology: General.
  • Roza, J. M. G., Frenzel, A. C., & Klassen, R. M. (2021, online first). The teacher-class relationship: A mixed-methods approach to validating a new scale. Zeitschrift für Pädagogische Psychologie.
  • Hilger, K. J. E., Keller, M., Frenzel, A. C., & Scheibe, S. (in press). Exceptional circumstances: Changes in teachers’ work characteristics and well-being during COVID-19 lockdown. School Psychology, 36(6), 516–532.
  • Schwartze, M. M., Frenzel, A. C., Goetz, T., Pekrun, R., Reck, C., Marx, A. K. G., & Fiedler, D. (2021). Boredom Makes Me Sick: Adolescents’ Boredom Trajectories and Their Health-Related Quality of Life. International Journal of Environmental Research and Public Health, 18(12).
  • Moè, A., Frenzel, A. C., Au, L. & Taxer, J. L. (2020). Displayed enthusiasm attracts attention and improves recall. British Journal of Educational Psychology.
  • Chen, J., Yin, H., & Frenzel, A. C. (2020). Editorial: Teacher emotions matter—nature, antecedents, and effects. 11(3052).
  • 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.

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.