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D-Index
50
Citations
18691
World Ranking
5331
National Ranking
250

Overview

Anne C. Frenzel is affiliated with Ludwig-Maximilians-Universität München in Germany. Their research primarily spans the fields of psychology and social sciences, with a particular focus on social psychology and education. Subfields of study include experimental and cognitive psychology, sociology and political science, and developmental and educational psychology.

The researcher's work engages with several main topics, such as communication in education and healthcare, education, achievement, and giftedness, motivation and self-concept in sports, early childhood education and development, teacher education and leadership studies, teacher professional development and motivation, and grit, self-efficacy, and motivation.

Selected recent publications by Anne C. Frenzel include:

  • "Teacher emotions in the classroom and their implications for students," 2021, Educational Psychologist
  • "Who Enjoys Teaching, and When? Between- and Within-Person Evidence on Teachers' Appraisal-Emotion Links," 2020, Frontiers in Psychology

Frequent coauthors collaborating with Frenzel are Reinhard Pekrun, Thomas Goetz, Anton K. G. Marx, Daniel Fiedler, and Corinna Reck.

Anne C. Frenzel's work appears regularly in the British Journal of Educational Psychology, Frontiers in Psychology, Learning and Instruction, PLoS ONE, and the Journal of Educational Psychology. These publication venues represent a consistent outlet for research in educational and psychological sciences.

Best Publications

  • Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)

    Reinhard Pekrun;Thomas Goetz;Anne C. Frenzel;Petra Barchfeld

  • The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education

    Reinhard Pekrun;Anne C. Frenzel;Thomas Goetz;Raymond P. Perry

  • Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment

    Anne C. Frenzel;Thomas Goetz;Oliver Lüdtke;Reinhard Pekrun

  • Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics

    Anne C. Frenzel;Reinhard Pekrun;Thomas Goetz

  • Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.

    Anne C. Frenzel;Reinhard Pekrun;Thomas Goetz

  • Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.

    Robert M. Klassen;Nancy E. Perry;Anne C. Frenzel

  • Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context

    Anne C Frenzel;Thomas Goetz;Reinhard Pekrun;Helen Margaret Gilchrist Watt

  • Between- and within-domain relations of students' academic emotions.

    Thomas Goetz;Anne C. Frenzel;Reinhard Pekrun;Nathan C. Hall

  • Teacher enthusiasm: Dimensionality and context specificity

    Marieke Kunter;Anne C. Frenzel;Gabriel Nagy;Jurgen Baumert

  • Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment

    Thomas Goetz;Anne C. Frenzel;Nathan C. Hall;Reinhard Pekrun

  • Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)

    Anne C. Frenzel;Reinhard Pekrun;Thomas Goetz;Lia M. Daniels

  • Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment

    Anne C. Frenzel;Betty Becker-Kurz;Reinhard Pekrun;Thomas Goetz

  • Types of boredom: An experience sampling approach

    Thomas Goetz;Anne C. Frenzel;Nathan C. Hall;Ulrike E. Nett

  • Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions

    Jamie L. Taxer;Anne C. Frenzel

  • Academic self-concept and emotion relations: Domain specificity and age effects

    Thomas Goetz;Hanna Cronjaeger;Anne C. Frenzel;Oliver Lüdtke

  • Teacher emotions in the classroom and their implications for students

    Anne C. Frenzel;Lia Daniels;Irena Burić

  • Teacher Enthusiasm: Reviewing and Redefining a Complex Construct

    Melanie M. Keller;Anita Woolfolk Hoy;Thomas Goetz;Anne C. Frenzel

  • Teachers' emotional experiences and exhaustion as predictors of emotional labor in the classroom : an experience sampling study

    Melanie M. Keller;Mei-Lin Chang;Eva S. Becker;Thomas Goetz

  • Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test

    Anne C. Frenzel;Thomas Goetz;Elizabeth J. Stephens;Barbara Jacob

  • The Domain Specificity of Academic Emotional Experiences

    Thomas Goetz;Anne C. Frenzel;Reinhard Pekrun;Nathan C. Hall

  • of Achievement Emotions: An Integrative Approach to Emotions in Education

    Reinhard Pekrun;Anne C. Frenzel;Thomas Goetz;Raymond P. Perry

Frequent Co-Authors

Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Thomas Goetz
Thomas Goetz University of Vienna
Nathan C. Hall
Nathan C. Hall McGill University
Oliver Lüdtke
Oliver Lüdtke Leibniz Institute for Science and Mathematics Education
Raymond P. Perry
Raymond P. Perry University of Manitoba
Franzis Preckel
Franzis Preckel University of Trier
Moshe Zeidner
Moshe Zeidner University of Haifa
Corinna Reck
Corinna Reck Ludwig-Maximilians-Universität München
Kou Murayama
Kou Murayama University of Reading
Robert M. Klassen
Robert M. Klassen University of York

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