Prof. Dr. Anne C. Frenzel
Professor
Psychology in the Learning Sciences
Student Dean
Office hours:
Mondays 5 p.m.
By appointment via e-mail
Postal address:
Leopoldstraße 13 | Postfach 64
80802 Munich | Germany
Open position
The offered position is located within the DFG-funded Collaborative Research Center (CRC) SHARP ‘Simulation-based learning in higher educa-tion: Advancing research on process diagnostics and personalized interventions’ contributes to theory-building on personalizing learning using simulations in higher edu-cation. As a joint research context, SHARP focuses on diagnosing and intervening as two highly relevant profes-sional practices in many academic professions.
The subproject C06 “Promoting motivation- and emotion-related diagnostic skills in pre-service teachers: Effects of personalized feedback and scaffolding in video-based simulations” targets pre-service teachers’ skills in identify-ing emotionally and motivationally critical classroom situa-tions through video-based simulation. The position is located at the Department of Psychology, Research Unit Educational Psychology and Learning Sciences (Prof. Anne Frenzel), in collaboration with the Research unit Formal and Informal Learning (Prof. Doris Lewalter) at TUM.
For details, please see here in the LMU Job Portal.
Short CV
- Academic Background
- Dr. phil., 2001-2004, LMU
M.Sc. Psychology, 1999-2001, LMU
Undergraduate Studies of Psychology, 1997-1999, University of Würzburg - Positions
- 2023: Visiting scholar, University of Alberta, Edmonton, Kanada
2018: Visiting scholar, Monash University, Melbourne, Australien
Since 2013: Associate Professor of Psychology, LMU
2010-2013: : Associate Professor of Psychology, University of Augsburg
2004-2010: Post-doc, Department of Psychology, Chair of Educational and Personality Psychology (Reinhard Pekrun), LMU
2001-2004: Doctoral Student, Department of Psychology, Chair of Educational and Personality Psychology (Reinhard Pekrun), LMU
2000: Visiting scholar, University of South Africa, Pretoria, Südafrika - Functions
- Student Dean
Executive Board Member of the Munich Center for Teacher Education (MZL)
Executive Board Member of the Munich Center of the Learning Sciences (MCLS)
Academic Director of the study program M.Sc. Psychology: Learning Sciences and Human Development - Awards
- 2023: Princess-Therese-of-Bavaria Prize for Outstanding Female Scholars
2017, 2019, 2020: Teaching Awards for “Best Seminar”, “Best Research Project” and “Best Remote Teaching” im Programm M.Sc. Psychology: Learning Sciences
2005: Dissertation Award from Münchener Universitätsgesellschaft
2003: Best Paper Award und Best Presentation Award der Junior Researchers of the European Association for Research on Learning and Instruction (JURE/EARLI)
What I would like to understand (among others)
What are emotions and how can we measure them?
How do our bodies and minds react in the face of success and failure?
Which emotions do teachers experience and why?
Are emotions contagious across teachers and learners?
Is enthusiasm a teaching strategy or teacher characteristic?
Why and when is learning fun?
Academic Profile
My ORCID is 0000-0002-9068-9926
I am on Research Gate
And you can find me on Google Scholar
What I believe I have understood
Selected Recent Publications
Stark, M., , Pfeifer, M. E., Lohrmann, K. & Frenzel, A. C. (in press) Teacher Emotions and Instructional Quality: Insights from the Global Teaching InSights Video Study (Registered Report – Accepted Stage 1 Manuscript). Journal of Educational Psychology. https://doi.org/10.17605/OSF.IO/EV9TC
Pfeifer, M. E., Lüdtke, O., Klusmann, U. & Frenzel, A. C. (in press). Linking teacher emotions, teaching quality Indicators, and student outcomes in Mathematics: Results from OECD’s Global Teaching InSights Study. Journal of Educational Psychology
Goetz, T., Stoll, S., Adam, C. A., Bieleke, M., Frenzel, A. C., Fries, J., Kraiger, L., Stempfer, L., Yanagida, T., & Pekrun, R. (in press). Test boredom while working on difficult versus easy tasks: The same emotion but different effects on performance. Journal of Educational Psychology.
Eckerskorn, F., Frenzel, A. C., Wuensch, M., Pekrun, R., Brings, L. & Kleine M. (2026). Confronted with mathematics: the impact of pre-service elementary school teachers’ self-concept on emotional and physiological responses to mathematics exposure. ZDM Mathematics Education. https://doi.org/10.1007/s11858-026-01779-3
Wells, K., Daniels, L. M., & Frenzel, A. C. (2025). Teaching efficacy: unravelling multidimensionality across diverse educational contexts. Current Psychology, 44(24), 19013-19026. https://doi.org/10.1007/s12144-025-08407-5
Hilger, K. J. E., Scheibe, S., Frenzel, A. C., Grund, S., & Keller, M. M. (2025). Exploring paths of change: Analyzing teachers’ emotion regulation repertoire over time using multi-level latent profile analysis. Learning and Instruction, 101, Article 102234. https://doi.org/10.1016/j.learninstruc.2025.102234
Marx, A. K. G., Sachs, D. F. [equal contributors], Frenzel, A. C., & Schweizer, M. T. (2025). Emotional contagion in dyadic online video conferences—empirical evidence based on self-report and facial expression data. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1546303
Bross, T., Frenzel, A. C., & Nett, U. (2025). Unveiling situation‐specific emotion regulation behaviour among teachers: Insights from a multilevel latent profile analysis. British Journal of Educational Psychology, https://doi.org/10.1111/bjep.12765
Nadyukova. I. & Frenzel, A. C. (2025). Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2025.104941
Wang, H. & Frenzel. A. C. (in press). Exhaustive but effective”: A multi-site study investigating the profiles of teachers’ emotions and emotional labor. Journal of School Psychology.
Frenzel, A. C., Kleen, H., Marx, A. K. G., Sachs, D., Baier-Mosch, F. & Kunter, M. (2025). Is it in their words? Teachers’ enthusiasm and their natural language – a sentiment analysis approach. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12734
Schwartze, M. M., Frenzel, A. C., Goetz, T., Lohbeck, A., Bednorz, D., Kleine, M., & Pekrun, R. (2024). Boredom due to being over- or under-challenged in mathematics: A latent profile analysis. British Journal of Educational Psychology, 94(3), 947-958. https://doi.org/10.1111/bjep.12695
Salaki, M., Mourayama, K., Frenzel, A. C., Goetz, T., Marsh, H. M., Lichtenfeld, S., & Pekrun, R. (2024). Developmental trajectories of achievement emotions in mathematics during adolescence. Child Development. https://doi.org/10.1111/cdev.13996
Marx, A. K. G., Frenzel, A. C., Fiedler, D., & Reck, C. (2024). Susceptibility to positive versus negative emotional contagion: First evidence on their distinction using a balanced self-report measure. PLoS ONE, 19(5), e0302890. https://doi.org/10.1371/journal.pone.0302890
Frenzel, A. C., Dindar, M., Pekrun, R., Reck, C., Marx, A. K. G. (2024). Enjoyment is reciprocally transmitted between teachers and students: Evidence on facial mimicry in the classroom. Learning and Instruction, 91, 101896. https://doi.org/10.1016/j.learninstruc.2024.101896
Lavelle-Hill, R., Frenzel, A. C., Goetz, T., Lichtenfeld, S., Marsh, H., Pekrun, R., Sakaki, M., Smith, G., & Murayama, K. (2024). How the predictors of math achievement change over Time: A longitudinal machine learning approach. Journal of Educational Psychology. https://doi.org/10.1037/edu0000863
Goetz, T., Botes, E., Resch, L. M., Weiss, S., Frenzel, A. C., & Ebner, M. (2024). Teachers emotionally profit from positive school leadership: Applying the PERMA-Lead model to the control-value theory of emotions. Teaching and Teacher Education, 141, 104517. https://doi.org/https://doi.org/10.1016/j.tate.2024.104517
