Anne C. Frenzel

Ludwig-Maximilians-University of Munich | LMU · Department of Psychology

This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5-9; N = 3425 German adolescents; Mage = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and pride decreased o...

Background There is compelling theoretical reasoning that teachers’ emotions and their instructional behaviors are linked. However, previous research on this link has been sparse and burdened with small sample sizes, cross-sectional designs, and dominated by single-source data. Aim The present research examines the relationships between teacher em...

The emotion of boredom has sparked considerable interest in research on teaching and learning, but boredom during tests and exams has not yet been examined. Based on the control-value theory of achievement emotions, we hypothesized that students may experience significant levels of boredom during testing (“test boredom”; Hypothesis 1) and that test...

The topic of teacher emotions has gained increasing research attention over the past years. Initial predominantly qualitative inquiry methods have been complemented by quantitative ones, and different instruments to measure teacher emotions have been developed. These instruments mainly stem from Western, educated, industrialized, rich, and democrat...

Emotions are a central part of our existence. The nature, causes, and corollaries of emotions have been investigated in various scientific disciplines, from philosophy and sociology to psychology and biology. In this chapter we aim to contribute to our current understanding of emotions. We take a psychological perspective on emotions, with a partic...

Preprint available at: https://psyarxiv.com/bf92d - Purpose: To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education. Design/methodology/approach: This study outlines the ideas of cor...

Understanding the structure, antecedents, and outcomes of students’ emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire—Mathematics (AEQ-M), a self-report instrument assessing students’ mathematics-related emotions. The AEQ-M measures seven emotions...

As of today, surprisingly little is known about the subjective well-being of faculty in general, but especially when teaching online and during a time of pandemic during lockdowns in particular. To narrow this research gap, the present study systematically compared the subjective well-being of faculty teaching face-to-face before to those teaching...

Preprint available at: https://psyarxiv.com/bf92d - To advance the learning of professional practices in teacher education and medical education, this paper introduces the idea of representational scaffolding for digital simulations in higher education. We outline the ideas of core practices in two important fields of higher education, namely teach...

Abschließende Zusammenfassung des Kapitels: Der Übergang vom Primar- in den Sekundarschulbereich beinhaltet eine Vielzahl an Veränderungen für Schüler*innen, die für deren kognitive, emotional-motivationale und soziale Entwicklung von zentraler Bedeutung sind. Hierzu gehören veränderte Schul- und Unterrichtsstrukturen (z.B. Fachlehrkraftsprinzip),...

Based on control-value theory, we expected reciprocal associations between school grades and students' achievement emotions. Existing research has employed between-person designs to examine links between grades and emotions, but has failed to analyze their within-person relations. Reanalyzing data used by Authors (2017) for between-person analysis,...

Grundlegend für die Entwicklung von Lehrer:innenprofessionalität ist die erste universitäre Phase der Lehrer:innenbildung. Ein häufig geäußerter Kritikpunkt ist die Praxisferne des Studiums. Hier setzt die von Lehrkräften angebotene Intervention „LMU Teacher Coaching & Training“ an, bei der entsprechende Trainings- mit weiterführenden Coachingeleme...

The ability to temporarily hold information in visual working memory (VWM) is among the most crucial and most extensively examined human cognitive functions. Here, we empirically confirm previous speculations (a) that a standard VWM task arouses emotions in participants and (b) that these task-induced emotions are related to VWM performance. In a f...

Achievement motivation scores on the domain-specific level are better predictors of domain-matching scholastic performance than scores of general achievement motivation measures. Although there is research on domain-specific motivational measures, it is still unknown where this higher predictive power originates from. To address this, 715 students...

The ability to temporarily hold information in visual working memory (VWM) is among the most crucial and most extensively examined human cognitive functions. Here, we empirically confirm previous speculations (1) that a standard VWM task arouses emotions in participants and (2) that these task-induced emotions are related to VWM performance. In a f...

Background. Instructor enthusiasm has been shown to enhance a range of positive student outcomes including recall, but the underlying mechanisms for the favourable effects of teacher enthusiasm are still largely unknown. Aims. Wehypothesized that attention paid to the instructor is one mechanism and that the positive effects of enthusiasm will disa...

The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create a conceptual framework for understanding the teacher emotion–student outcome link based on three psychological mechanisms: (1) direct transmission effects between teacher and stud...

The COVID-19 pandemic extensively changed the work life for many employees. Teachers seemed particularly challenged, confronted with sudden remote teaching due to school closures. Drawing on the Job Demands-Resources model (JD-R), we investigated (a) changes in seven work characteristics (job demands: emotional demands, interpersonal conflict, work...

Teacher-student relationships have been shown to be highly relevant for student outcomes, but they are also important for teachers. Teachers have a basic need for relatedness with their students and recent empirical evidence underlines the relevance of teachers' relationships with the students of a class. However, a validated instrument which speci...

Background: Numerous studies have explored pre-service teachers' motivation for choosing teaching as a career and the relations of pre-service teachers' motivation profile membership to long-term consequences. In contrast, little is still known about certain predictors and the more proximal consequences of pre-service teachers' motivation profile...

Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from the literature, as boredo...

Existing research shows consistent links between boredom and depression, somatic complaints, substance abuse, or obesity and eating disorders. However, comparatively little is known about potential psychological and physical health-related correlates of academic boredom. Evidence for such a relationship can be derived from literature, as boredom ha...

Emotions are complex psychobiological reactions, articulating motivational patterns, an impulse for action, and physiological changes. The aim was to adapt and validate a self-report instrument for the assessment of teachers’ emotions in a Brazilian context. We propose the adaptation of the Teacher Emotions Scales (TES) - developed in German and tr...

Along with increasing recognition of the varied aspects of education, research on teacher emotions has blossomed recently after being unacknowledged for decades. The statistics from Scopus indicate that the number of journal articles published on teacher emotions in the past 5 years is 497, comprising the largest proportion (61%) of the 812 total a...

Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over-or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for drawi...

Dieses Kapitel beschäftigt sich mit Emotionen im Lern- und Leistungskontext. Fragen Sie sich doch einmal selbst – wie fühlen Sie sich, während Sie die Inhalte dieses Lehrbuchs durcharbeiten? Macht Ihnen diese Aufgabe Spaß? Ärgern Sie sich dabei? Und der Gedanke daran, dass Ihre Lernergebnisse überprüft werden: Jagt er Ihnen einen Schauer über den R...

This study examined temporal interrelations among math self-concept and math self-efficacy and their differential relations to two commonly applied math achievement indicators, that is, math achievement test scores and school grades in math. It based on a longitudinal design with four annual assessments of self-concept, self-efficacy, school grades...

Existing research shows that high scholastic boredom is correlated with a range of undesirable behaviors and personality traits and that the main antecedents of boredom are being over- or under-challenged. No study to date, though, seems to have systematically compared students who are highly bored and low-achieving (thus, likely over-challenged) w...

Testing assumptions proposed by Frenzel’s reciprocal model of teacher emotions (e.g., Frenzel, 2014), this study explored relations between teachers’ appraisals concerning the attainment and importance of their teaching goals, and their emotions. Specifically, we addressed teachers’ goals of high student performance, motivation, discipline, and hig...

Mit der zunehmenden Verbreitung von Lerntechnologien in schulischen, universitären und betrieblichen Kontexten ist auch das wissenschaftliche Interesse an der Rolle von Emotionen beim technologiebasierten Lernen gestiegen. Diese Entwicklung ist eng mit dem Ziel verbunden, emotional anregende Lernumgebungen zu entwickeln, die Lernende nachhaltig mot...

The importance of informal teacher learning (ITL) to teaching effectiveness and student achievement has been repeatedly demonstrated, but there is limited research into the personal antecedents of ITL. We analyzed the relationships between teacher emotions and participation in five different kinds of ITL activities (learning through media, colleagu...

Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of...

Achievement motivation scores on the domain-specific level are better predictors of domain-matching scholastic performance than scores of general achievement motivation measures. Although there is research on domain-specific motivational measures, it is still unknown where this higher predictive power originates from. To address this, 715 students...

The aim of the present study was to explore links between teachers’ emotional labour, class-perceived instructional strategies and their students’ self-reported academic engagement. Data on emotional labour from N=95 high-school teachers, and their students’ (N=2,111) perceptions of instructional strategies and self-reported academic engagement wer...

Describes the steps taken and where the authors are in the process of developing and validating the Science Teaching Emotions Scales (Sci-TES). The Sci-TES is designed to measure pre-service teacher enjoyment, anger, and anxiety in connection with planning and teaching science.

Stress and negative emotions in teachers can lead to occupational burnout, poor performance in the classroom, and decreased job-satisfaction. Apart from having negative personal and physical effects for the individual teacher, teacher stress and burnout are also thought to have negative effects on the respective students and student achievement. As...

Anger is a very common emotion for teachers with potential adverse effects for themselves and their students. The aim of this research was to thoroughly explore teacher anger, determine and operationalize its contextual triggers and components, and establish its relationships with teachers' emotional labor, well-being, and self-efficacy. Through a...

We hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student’s failure in the face of teacher pity versus anger. Lack of ability attributi...

Instructional research has consistently identified teacher enthusiasm as a key facet of high teaching quality. Social psychological reasoning—specifically, the expectancy formation hypothesis—further implies that cues about the teacher’s motivation are relevant for students’ motivation and emotional experiences. The present experiment integrated th...

Emotionen sind Reaktionen auf die Bewertung eines äußerlichen oder innerlichen Reizereignisses als bedeutsam für die zentralen Bedürfnisse und Ziele des Organismus, die sich in einer Episode zeitlicher Synchronisation aller bedeutender Subsysteme des Organismus (Gefühl, Motivation, physiologische Regulation, motorischer Ausdruck, Kognition) manifes...

Teaching can be an emotionally exhausting profession, thus mechanisms that protect teachers from feeling emotionally overextended need to be investigated. In two studies, we examined the indirect role teacher–student relationships have on teachers’ level of emotional exhaustion through teachers’ experiences of enjoyment and anger. In the first, we...

A theoretical model linking achievement and emotions is proposed. The model posits that individual achievement promotes positive achievement emotions and reduces negative achievement emotions. In contrast, group-level achievement is thought to reduce individuals' positive emotions and increase their negative emotions. The model was tested using one...

The current pilot study explored the feasibility of an intervention aimed at improving young refugees’ sense of school belonging by implementing an adapted version of a brief social belonging intervention originally developed by Walton and Cohen (2011). This intervention involves brief tasks that target students’ beliefs that a sense of belonging n...

Drawing upon appraisal-theoretical framework (Frenzel, 2014) , this study aimed at examining the antecedents of pleasant and unpleasant emotions experienced by English as a foreign language (EFL) teachers in Iran. Results of semi-structured interviews with eleven EFL teachers teaching in private language institutes showed that positive interaction...

It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whe...

Was ist psychologische Bildungsforschung und welche Beiträge liefert sie für ein Verständnis von individueller Bildung und institutionellem Bildungswesen? In diesem Beitrag wird dargestellt, dass es sich bei der Psychologie um eine zentrale Grundlagenwissenschaft der Bildungsforschung handelt. Einleitend wird der Begriff der psychologischen Bildung...

Mit der zunehmenden Verbreitung von Lerntechnologien in schulischen, universitären und betrieblichen Kontexten ist auch das wissenschaftliche Interesse an der Rolle von Emotionen beim technologiebasierten Lernen gestiegen. Diese Entwicklung ist eng mit dem Ziel verbunden, emotional anregende Lernumgebungen zu entwickeln, die Lernende nachhaltig mot...

Enjoyment is one of the most relevant and frequently experienced discrete emotions for both teachers and students in classroom learning contexts. Based on theories of emotion transmission between interaction partners, we propose a reciprocal effects model linking teachers’ and students’ enjoyment in class. The model suggests that there are positive...

This study with 248 German teachers examined the conceptual separability of six dimensions of teachers’ self-concept (pedagogical skills, subject content knowledge, consulting, innovation, media use, diagnostics) and three emotions (enjoyment, anger, anxiety) as well as relations of these constructs. Results showed that all self-concept facets and...

For more than a decade, there has been growing interest in the role of emotions in academic settings. Written by leading experts on learning and instruction, Emotions at School focuses on the connections between educational research and emotion science, bringing the subject to a wider audience. With chapters on how emotions develop and work, eviden...

Research on teacher enthusiasm has, to date, neglected how expressing enthusiasm influences teachers, particularly if they do not enjoy teaching at sufficiently high levels. To address this issue, we investigated whether teachers express teaching enthusiasm and experience teaching-related enjoyment at varying levels, and if so, how these varying le...

Teacher emotions are of growing interest in educational research, but empirical findings are still scarce. In their recent model illustrating the possible causes and effects of teacher emotions, Frenzel and colleagues argue that emotions are driven by subjective appraisals of success and failure. Specifically, these authors propose that teachers ju...

Background: Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal orderin...

The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since Rosenshine’s (School Review 78:499–514, 1970) review, the conceptualizations, definitions, methodology, and results have only become more scattered, and several related constructs have emerged th...

Was ist psychologische Bildungsforschung und welche Beiträge liefert sie für ein Verständnis von individueller Bildung und institutionellem Bildungswesen? In diesem Beitrag wird dargestellt, dass es sich bei der Psychologie um eine zentrale Grundlagenwissenschaft der Bildungsforschung handelt. Einleitend wird der Begriff der psychologischen Bildung...

The emotions of teachers are considered relevant not only for their own well-being but also for the functioning of classrooms. Nevertheless, research on teacher emotions has been slow to emerge, and scales for their assessment via self-report are generally lacking. In the present research we developed four-item scales for three emotions considered...

This study combined the Dr. Fox effect – which proposes that high teacher expressiveness promotes students’ perceptions of teaching effectiveness, subjective learning and motivation – with the cognitive evaluation theory – which proposes that perceiving a teacher as intrinsically rather than extrinsically motivated promotes students’ motivation and...

This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to p...

Following from previous research on intensity bias and the accessibility model of emotional self-report, the present study examined the role of emotional exhaustion in explaining the discrepancy in teachers' reports of their trait (habitual) versus state (momentary, "real") emotions. Trait reports (habitual emotions, exhaustion) were assessed via t...

This study investigated the frequency teachers' genuinely express, fake, and hide various emotions and how they relate to key teacher variables. Analyzing data from N = 266 secondary-school teachers, key results were that teachers frequently genuinely express positive emotions and hide negative emotions, and that there are consistent relationships...

Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-s...

Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subje...

Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience...

With the aim to deepen our understanding of the between-domain relations of academic emotions, a series of three studies was conducted. We theorized that between-domain relations of trait (i.e., habitual) emotions reflected students' judgments of domain similarities, whereas between-domain relations of state (i.e., momentary) emotions did not. This...

Within research on positive emotions, it is still unclear if enthusiasm and enjoyment are the same phenomena or two empirically separate constructs. So far research on teacher emotions has assumed that enthusiasm is always accompanied by enjoyment; however, we posit that enthusiasm can also be a teaching strategy that teachers use in an attempt to...