Prof. Dr. Anne C. Frenzel

Kurz-CV

Was ich (unter anderem) wissen will

Vergrößern

Was sind Emotionen und wie kann man sie messen?

Wie reagieren Körper und Geist auf Erfolg und Misserfolg?

Welche Emotionen erleben Lehrkräfte und warum?

Sind Gefühle im Klasenzimmer ansteckend?

Ist Enthusiasmus eine Eigenschaft oder eine Lehrmethode?

Warum und wann macht Lernen Spaß?

Akademisches Profil

Vergrößern

Meine ORCID ist 0000-0002-9068-9926

Ich bin auf Research Gate

Und zu finden in Google Scholar

Was ich glaube verstanden zu haben

Ausgewählte und neueste Publikationen

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.

Stark, M., Frenzel, A. C., Pfeifer, M. E., & Lohrmann, K. (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

Eckerskorn, F., Frenzel, A.C., Wuensch, M. et al., 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.

Fiedler, D., Frenzel, A. C., & Müllensiefen, D. (2026). Examining links between music-induced physiological response, active engagement with music, and musical competence. Music & Science, 9. https://doi.org/10.1177/20592043261420355

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

Wuensch, M., Frenzel, A. C., Pekrun, R., & Sun, L. (2025). Enjoyable for some, stressful for others? Physiological and subjective indicators of achievement emotions during adaptive versus fixed-item testing. Contemporary Educational Psychology, 82, 102388. https://doi.org/https://doi.org/10.1016/j.cedpsych.2025.102388

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

Sakaki, M., Murayama, K., Frenzel, A. C., Goetz, T., Marsh, H. W., Lichtenfeld, S., Wünsch, M., & Pekrun, R. (2025). Parents’ academic expectations and aspirations predict students’ achievement emotions. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000959

Nadyukova. I. & Frenzel, A. C. (2025). Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study. Teaching and Teacher Education, 157, 104941. https://doi.org/10.1016/j.tate.2025.104941

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

Was mir sonst noch wichtig ist

Vergrößern

Open Science

Science for Future

Lehren und Lernen mit Datacamp