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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
- 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. https://doi.org/10.1007/s11031-018-9738-7
- Pekrun, R., Murayama, K., Marsh, H. W., Goetz, T., & Frenzel, A. C. (Advance online publication). Happy fish in little ponds: Testing a compositional effects model of achievement and emotion. Journal of Personality and Social Psychology. http://dx.doi.org/10.1037/pspp0000230
- Taxer, J. L. & Frenzel, A. C. (2019). Brief Research Report: The message behind teacher emotions. The Journal of Experimental Education, 22(1), 209-226. https://doi.org/10.1080/00220973.2019.1588699
- Taxer, J. L. & Frenzel, A. C. (2019). Do quality teacher-student relationships protect teachers from emotional exhaustion? The mediating role of enjoyment and anger. Social Psychology of Education, 22(1), 209-226. https://doi.org/10.1007/s11218-018-9468-4
- Khajavi, G. H., Ghonsooly, B., Fatemi, A. H., & Frenzel, A. C. (2018). Antecedents of pleasant and unpleasant emotions of EFL teachers using an appraisal-theoretical framework. Iranian Journal of Language Teaching Research, 6(2), 39-55.
- Keller, M. M., Becker, E. S., Frenzel, A. C., & Taxer, J. L. (2018). When teacher enthusiasm is authentic or inauthentic: Lesson profiles of teacher enthusiasm and relations to students’ emotions. AERA Open, 4(2), 1-16. https://doi.org/10.1177/2332858418782967
- Lohbeck, A., Hagenauer, G., & Frenzel, A. C. (2018). Teachers’ self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education, 70, 111-120. https://doi.org/10.1016/j.tate.2017.11.001
- 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.
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. https://doi.org/10.1007/978-3-662-55754-9
- Loderer K., Pekrun R., Frenzel A. C. (2018) Emotionen beim technologiebasierten Lernen. In: Niegemann H., Weinberger A. (Eds). Lernen mit Bildungstechnologien. Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-662-54373-3_38-2
- 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.