Anne C. Frenzel
Ludwig Maximilian University of Munich
TraitDevelopmental psychologyMathematics educationGermanPsychologyDomain (software engineering)CognitionCognitive psychologyPedagogyPleasureSelf-conceptBoredomDomain specificityAngerPrideContext (language use)Academic achievementEnthusiasmAchievement emotionsAnxietyExperience sampling methodStructural equation modelingSocial psychologyEmotional exhaustionTeaching method
141Publications
31H-index
5,588Citations
Publications 142
Newest
#1Julia M. G. Roza (LMU: Ludwig Maximilian University of Munich)
#2Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 31
Last. Robert M. Klassen (Ebor: University of York)H-Index: 44
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Abstract. 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 s...
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#1Angelica Moè (UNIPD: University of Padua)H-Index: 15
#2Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 31
Last. Jamie L. Taxer (Stanford University)H-Index: 11
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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 We hypothesized that attention paid to the instructor is one mechanism and that the positive effects of enthusiasm will disappear when attention is captured by another task. SAMPLES In a series of three studies, we involved fourth and fifth graders in listening to texts read...
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#1Annette Lohbeck (University of Paderborn)H-Index: 8
#2Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 31
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 membership. AIMS Using the conceptualization of motivation proposed by Pohlmann and Moller (2010, Zeitschrift fur Padagogische Psychologie, 24, 73-84), ...
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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 boredom has adverse consequences in both work and achievement-related settings. The present study investigates latent correlations of 1.484 adolescents’ (Ma...
2 CitationsSource
#1Junjun Chen (HKU: University of Hong Kong)H-Index: 10
#2Hongbiao Yin (CUHK: The Chinese University of Hong Kong)H-Index: 22
Last. Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 31
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1 CitationsSource
#2Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 31
#3Thomas Goetz (University of Vienna)H-Index: 54
Last. Daniel Fiedler (LMU: Ludwig Maximilian University of Munich)H-Index: 2
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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 drawing conclusions about students’ behavior and personality. We, therefore, investigated if low- vs. high-achieving students who experience strong mathem...
4 CitationsSource
#1Jamie L. Taxer (Stanford University)H-Index: 11
#2Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 31
AbstractWe 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 attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of ef...
3 CitationsSource
#1A. Katrin Arens (Leibniz Association)H-Index: 18
#2Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 31
Last. Thomas Goetz (University of Vienna)H-Index: 54
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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 achiev...
4 CitationsSource
#1Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 31
#2Daniel Fiedler (LMU: Ludwig Maximilian University of Munich)H-Index: 2
Last. Reinhard Pekrun (LMU: Ludwig Maximilian University of Munich)H-Index: 87
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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 high-quality teacher-student relationship and three key discrete emotions, namely enjoyment, anger, and anxiety during teaching. N = 244 secondary school ...
6 CitationsSource
#1Xianhan Huang (HKU: University of Hong Kong)H-Index: 4
#2John Chi-Kin Lee (HKU: University of Hong Kong)H-Index: 28
Last. Anne C. Frenzel (LMU: Ludwig Maximilian University of Munich)H-Index: 31
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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, colleague interaction, stakeholder interaction, student interaction, and individual reflection) among 2,880 primary teachers (85.49% female) with a large rang...
7 CitationsSource