Anne C Frenzel
Biographic Data
| ID | 196588 |
|---|---|
| NAME | Anne C Frenzel |
| GIVEN NAMES | Anne C |
| FAMILY NAME | Frenzel |
| SIGNATURE | FRENZEL A C |
| AFFILIATIONS | Ludwig-Maximilians-Universität München |
| ORCID | 0000-0002-9068-9926 |
| VERIFIED | Yes |
| TOTAL WORKS | 53 |
| TOTAL CITATIONS | 114 |
| AUTHOR COUNT | 53 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Examining Links Between Music-Induced Physiological Response, Active Engagement with Music, and Musical Competence
The present study investigated the links between music-induced physiological response and active engagement with music to understand individual differences in musical competence. Building on McPherson and Williamon's differentiated model of musical giftedness and talent as the theoretical foundation, the study treated individuals’ music-induced physiological response as an indicator of natural abilities. Active engagement with music represented t…
Exploring paths of change: Analyzing teachers’ emotion regulation repertoire over time using multi-level latent profile analysis
The emotion regulation (ER) strategies that teachers use impact their personal well-being. As teachers gain job experience, they may select different, more adaptive strategies. Previous research has often focused on individual ER strategies, neglecting the combined use of multiple strategies. We set out to understand how teachers use a range of different strategies to regulate negative emotions, measured at the daily level across two measurement …
Teachers’ situational joy, anger, and achievement goals linked by control- and value-appraisals
Test boredom while working on difficult versus easy tasks: The same emotion but different effects on performance
The focus of this work was on test boredom experienced while working on difficult versus easy tasks.In Study 1 (N 5 208 eighth graders), we investigated the structural validity of test boredom while working on difficult tasks (i.e., overchallenge boredom) versus easy tasks (i.e., underchallenge boredom).Supporting our hypotheses, the Test Boredom Scale-State demonstrated scalar invariance across both situations, with weakto-moderate correlations …
Linking teacher emotions, teaching quality indicators, and student outcomes in mathematics: Results from the Global Teaching InSights study
Teaching efficacy: Unravelling multidimensionality across diverse educational contexts
Validating scores from the short form of the Music Self-Perception Inventory (Muspi-S) with seventh- to ninth-grade school students in Germany
The Music Self-Perception Inventory-Short (MUSPI-S) is a theoretically based instrument consisting of 28 items with subscales that assess music self-concept globally and in six specific areas. The present study sought to validate a German translation of the MUSPI-S using a sample of 444 secondary school students. In addition to participants’ scores from the German translation of the MUSPI-S, associated data included demographic background variabl…
“Exhaustive but effective”: A multi-site study investigating the profiles of teachers' emotions and emotional labor
Teachers routinely experience and manage a variety of emotions to meet the requirements of their profession. Previous research has primarily focused on how teachers' emotions or their emotional labor affects their well-being and teaching quality. The present study takes a more holistic, person-centered approach to identify groups of teachers with distinct emotional experiences and emotional labor tendencies. In the first study, 474 Canadian secon…
Parents’ academic expectations and aspirations predict students’ achievement emotions
A longitudinal investigation of direct and indirect emotional transmission via both students' and teachers' perceptions of enthusiastic teaching
Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study
This study investigated stress and coping among 724 Ukrainian secondary school teachers during the ongoing war with Russia by applying a mixed methods approach, using the Perceived Stress Scale to quantify subjective stress levels, and open-ended questions on their challenges and coping strategies. Results revealed significantly elevated stress levels. Challenges encompassed teacher-related, environment-related, and student-related issues. Coping…
Unveiling situation-specific emotion regulation behaviour among teachers: Insights from a multilevel latent profile analysis
BackgroundIn their daily work life, teachers experience various situations in which they need to regulate their emotions. Possible factors that influence the use of different emotion regulation strategies include the emotions and context experienced. Previous research mainly investigated teachers' emotion regulation at a single strategy level without considering multiple strategies use, emotions, situational aspects and well-being.AimsThis study …
Is it in their words? Teachers' enthusiasm and their natural language in class-A sentiment analysis approach
IntroductionTeacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait-based teacher- or student ratings. Strikingly little is known about how teachers' trait enthusiasm manifests in their actual in-situ classroom behaviour. Some findings have been reported regarding teachers' nonverbal behaviours, but …
How the predictors of math achievement change over time: A longitudinal machine learning approach
Researchers have focused extensively on understanding the factors influencing students’ academic achievement over time. However, existing longitudinal studies have often examined only a limited number of predictors at one time, leaving gaps in our knowledge about how these predictors collectively contribute to achievement beyond prior performance and how their impact evolves during students’ development. To address this, we employed machine learn…
Developmental trajectories of achievement emotions in mathematics during adolescence
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 over time (Glass's Δs = −.86, −.71). In contrast, negative emotions exhibited more complex patterns: …
How do university faculty feel about grading? Insights from a control-value theory perspective
Research on faculty emotions is scarce, despite their evident relevance for faculty well-being, higher education quality, and student outcomes. The present studies aimed to investigate six discrete emotions (enjoyment, pride, boredom, anxiety, anger, frustration) faculty may experience during grading. Study 1 compared faculty emotions for grading with emotions for research and teaching (US sample, N = 1226). Mean comparisons showed that grading g…
Teachers emotionally profit from positive school leadership: Applying the Perma-Lead model to the control-value theory of emotions
Based on Pekrun's (2006) control-value theory (CVT) of achievement emotions, we investigated the antecedents of school teachers' emotions. We hypothesized that teachers' perception of positive leadership at school as assessed via PERMA-Lead, a leading style grounded in positive psychology, would lead to teachers' experiences of high positive and low negative teaching emotions. According to CVT, those relations should be mediated by teachers' perc…
Boredom due to being over- or under-challenged in mathematics: A latent profile analysis
BackgroundRecent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students.AimsThis research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking.SampleWe employed a sample of 1.407 student…
Test boredom: Exploring a neglected emotion
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"; H1), and that test boredom may be significantly related to theoretically hypothesized antecedents (control and value appraisals;…
Teachers’ Emotions: Validation of the Teacher Emotions Scales in Albanian
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 democratic (WEIRD) countries, and yet it is still unknown if these instruments are of universal cultural fun…
Latent motivation profiles for choosing teaching as a career: How are they linked to self-concept concerning teaching subjects and emotions during teacher education training
BackgroundNumerous 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.AimsUsing the conceptualization of motivation proposed by Pohlmann and Möller (2010, Zeitsch…
Teacher emotions in the classroom and their implications for students
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 student emotions, (2) mediated effects via teachers’ instructional and relational teaching behaviors, an…
Teacher emotional labour, instructional strategies, and students’ academic engagement: A multilevel analysis
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 were analysed through doubly latent multilevel SEM. The results indicated systematic links between t…
Boredom Makes Me Sick: Adolescents’ Boredom Trajectories and Their Health-Related Quality of Life
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 investig…
Displayed enthusiasm attracts attention and improves recall
BackgroundInstructor 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.AimsWe 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.SamplesIn a series of three studies, we involved fourth…
Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions
Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics
Research has shown that the average values for academic interest decrease during adolescence. Looking beyond such quantitative decline, we explored qualitative change of interest in the domain of mathematics across adolescence. Study 1 was based on a longitudinal data set (annual assessments from Grade 5 to Grade 9; N = 3,193). Latent variable modeling showed that the measurement coefficients of the latent variable of interest (intercepts, struct…
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context
This study investigated adolescents' developmental trajectories of mathematics interest and explored related effects of gender, family, and school context. Latent growth curve modeling was used to analyze longitudinal data of N=3,193 students (51% female) from grades 5 to 9 from all 3 ability tracks of the German state school system. Annual assessments involved student questionnaires on interest in mathematics, perceptions of classroom characteri…
Teacher anger: New empirical insights using a multi-method approach
Achievement Emotions in Germany and China: A Cross-Cultural Validation of the Academic Emotions Questionnaire-Mathematics
The aim of this study was to establish the construct comparability and cross-cultural utility of the German and Chinese versions of the Academic Emotions Questionnaire-Mathematics (AEQ-M). Based on data from 312 German and 579 Chinese eighth-grade students, mean and covariance structures analysis revealed that the AEQ-M shows a high degree of measurement invariance across cultures. In addition, the emotions assessed by the AEQ-M showed similar pa…
Teachers' self-concepts and emotions: Conceptualization and relations
Happy fish in little ponds: Testing a reference group model of achievement and emotion
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 cross-sectional and two longitudinal datasets on 5th to 10th grade students' achievement emotions i…
Ability grouping of gifted students: Effects on academic self-concept and boredom
BackgroundSecuring appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or big-fish-little-pond effect).AimThe effects of full-time ability grouping in special classrooms for the gifted on st…
Displayed enthusiasm attracts attention and improves recall
BackgroundInstructor 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.AimsWe 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.SamplesIn a series of three studies, we involved fourth…
Teachers' goal orientations: Effects on classroom goal structures and emotions
BackgroundPrior 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 ordering and mediation effects involving these variables in teachers is presently lacking.AimThe present 6-mon…
Is it in their words? Teachers' enthusiasm and their natural language in class-A sentiment analysis approach
IntroductionTeacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait-based teacher- or student ratings. Strikingly little is known about how teachers' trait enthusiasm manifests in their actual in-situ classroom behaviour. Some findings have been reported regarding teachers' nonverbal behaviours, but …
Boredom due to being over- or under-challenged in mathematics: A latent profile analysis
BackgroundRecent research on boredom suggests that it can emerge in situations characterized by over- and under-challenge. In learning contexts, this implies that high boredom may be experienced both by low- and high-achieving students.AimsThis research aimed to explore the existence and prevalence of boredom due to being over- and under-challenged in mathematics, for which empirical evidence is lacking.SampleWe employed a sample of 1.407 student…
Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study
This study investigated stress and coping among 724 Ukrainian secondary school teachers during the ongoing war with Russia by applying a mixed methods approach, using the Perceived Stress Scale to quantify subjective stress levels, and open-ended questions on their challenges and coping strategies. Results revealed significantly elevated stress levels. Challenges encompassed teacher-related, environment-related, and student-related issues. Coping…
Unveiling situation-specific emotion regulation behaviour among teachers: Insights from a multilevel latent profile analysis
BackgroundIn their daily work life, teachers experience various situations in which they need to regulate their emotions. Possible factors that influence the use of different emotion regulation strategies include the emotions and context experienced. Previous research mainly investigated teachers' emotion regulation at a single strategy level without considering multiple strategies use, emotions, situational aspects and well-being.AimsThis study …
Latent motivation profiles for choosing teaching as a career: How are they linked to self-concept concerning teaching subjects and emotions during teacher education training
BackgroundNumerous 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.AimsUsing the conceptualization of motivation proposed by Pohlmann and Möller (2010, Zeitsch…
Do quality teacher–student relationships protect teachers from emotional exhaustion? The mediating role of enjoyment and anger
Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers
Background and Aims. The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre-service teachers. Our objective was to investigate if pre-service teachers' personal goals predicted their intended classroom goal structures.Sample. Participants were 125 e…
The Domain Specificity of Academic Emotional Experiences
The authors analyzed the domain specificity of emotions and focused on experiences of enjoyment, anxiety, and boredom in the domains of mathematics, Latin, German, and English. On the basis of assumptions in R. Pekrun's (2000; in press) control-value theory and findings of pilot studies, the authors hypothesized the existence of a largely domain-specific organization of emotional experiences. The sample consisted of 721 students from grades 7 to …
Between- and within-domain relations of students' academic emotions.
The authors investigated between- and within-domain relations of academic emotions, including students' enjoyment, pride, anxiety, anger, and boredom experienced in mathematics, physics, German, and English classes (N = 542; Grades 8 and 11). Corroborating assumptions of domain specificity, the between-domains relations of these emotions were weak and inconsistent. However, there was more domain specificity of academic emotions in Grade 11 studen…
Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms
The Control-Value Theory of Achievement Emotions
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
Achievement Emotions in Germany and China: A Cross-Cultural Validation of the Academic Emotions Questionnaire-Mathematics
The aim of this study was to establish the construct comparability and cross-cultural utility of the German and Chinese versions of the Academic Emotions Questionnaire-Mathematics (AEQ-M). Based on data from 312 German and 579 Chinese eighth-grade students, mean and covariance structures analysis revealed that the AEQ-M shows a high degree of measurement invariance across cultures. In addition, the emotions assessed by the AEQ-M showed similar pa…
Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment
Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.
In this study, the authors examined the relationship between teacher and student enjoyment. Based on social-cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2…
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context
This study investigated adolescents' developmental trajectories of mathematics interest and explored related effects of gender, family, and school context. Latent growth curve modeling was used to analyze longitudinal data of N=3,193 students (51% female) from grades 5 to 9 from all 3 ability tracks of the German state school system. Annual assessments involved student questionnaires on interest in mathematics, perceptions of classroom characteri…
Ability grouping of gifted students: Effects on academic self-concept and boredom
BackgroundSecuring appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or big-fish-little-pond effect).AimThe effects of full-time ability grouping in special classrooms for the gifted on st…
Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
Teacher enthusiasm: Dimensionality and context specificity
Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.
Using a self-determination theory (SDT) framework, we explored the relationship between the satisfaction of teachers' basic psychological needs for autonomy, relatedness, and competence and their self-reported levels of teaching-related engagement, emotions, and emotional exhaustion. In particular, we tested a 2-component model of teachers' need for relatedness, with representation of the need for relatedness with students and the need for relate…
Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students' Learning Behavior
The aim of the present study was to explore students’ learning-related cognitions prior to an in-class achievement test, with a focus on metacognitive strategy use. A sample of 70 students in grade 11 (58.6% female, M age = 17.09 years) completed a series of structured, state-based measures over a two-week period via the experience sampling method until the day before a class test. Results illustrated students’ self-regulatory ability to preserve…
Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics
Research has shown that the average values for academic interest decrease during adolescence. Looking beyond such quantitative decline, we explored qualitative change of interest in the domain of mathematics across adolescence. Study 1 was based on a longitudinal data set (annual assessments from Grade 5 to Grade 9; N = 3,193). Latent variable modeling showed that the measurement coefficients of the latent variable of interest (intercepts, struct…
Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers
Background and Aims. The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre-service teachers. Our objective was to investigate if pre-service teachers' personal goals predicted their intended classroom goal structures.Sample. Participants were 125 e…
Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study
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 sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, ange…
Types of boredom: An experience sampling approach
Antecedents of teachers’ emotions in the classroom: An intraindividual approach
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' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual ap…
Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)
Teacher Enthusiasm: Reviewing and Redefining a Complex Construct
Teachers' self-concepts and emotions: Conceptualization and relations
Teachers' goal orientations: Effects on classroom goal structures and emotions
BackgroundPrior 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 ordering and mediation effects involving these variables in teachers is presently lacking.AimThe present 6-mon…
Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment.
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 reciprocal links between teachers’ and students’ enjoyment and that these links are mediated by tea…
Psychology (46 works) · Social Psychology (42 works) · Developmental psychology (29 works) · Education, Achievement, and Giftedness (25 works) · Mathematics education (23 works) · Anger (17 works) · Early Childhood Education and Development (17 works) · Anxiety (12 works) · Communication in Education and Healthcare (11 works) · Academic achievement (10 works)