Anne C. Frenzel
Anne C. Frenzel
Bestätigte E-Mail-Adresse bei
Zitiert von
Zitiert von
Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
R Pekrun, T Goetz, AC Frenzel, P Barchfeld, RP Perry
Contemporary educational psychology 36 (1), 36-48, 2011
The control-value theory of achievement emotions: An integrative approach to emotions in education
R Pekrun, AC Frenzel, T Goetz, RP Perry
Emotion in education, 13-36, 2007
Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.
AC Frenzel, T Goetz, O Lüdtke, R Pekrun, RE Sutton
Journal of educational psychology 101 (3), 705, 2009
Girls and mathematics—A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics
AC Frenzel, R Pekrun, T Goetz
European journal of psychology of education 22, 497-514, 2007
Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms
AC Frenzel, R Pekrun, T Goetz
Learning and Instruction 17 (5), 478-493, 2007
Development of mathematics interest in adolescence: Influences of gender, family, and school context
AC Frenzel, T Goetz, R Pekrun, HMG Watt
Journal of research on adolescence 20 (2), 507-537, 2010
Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.
RM Klassen, NE Perry, AC Frenzel
Journal of Educational Psychology 104 (1), 150, 2012
Achievement emotions questionnaire (AEQ). User’s manual
R Pekrun, T Goetz, RP Perry
Unpublished Manuscript, University of Munich, Munich, 2005
Achievement emotions questionnaire (AEQ). User’s manual
R Pekrun, T Goetz, RP Perry
Unpublished Manuscript, University of Munich, Munich, 2005
Teacher emotions
AC Frenzel
International Handbook of Emotions in Education, 494-519, 2014
Between-and within-domain relations of students' academic emotions.
T Goetz, AC Frenzel, R Pekrun, NC Hall, O Lüdtke
Journal of educational psychology 99 (4), 715, 2007
Teacher enthusiasm: Dimensionality and context specificity
M Kunter, A Frenzel, G Nagy, J Baumert, R Pekrun
Contemporary Educational Psychology 36 (4), 289-301, 2011
Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment
T Goetz, AC Frenzel, NC Hall, R Pekrun
Contemporary Educational Psychology 33 (1), 9-33, 2008
Measuring teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)
AC Frenzel, R Pekrun, T Goetz, LM Daniels, TL Durksen, B Becker-Kurz, ...
Contemporary Educational Psychology 46, 148-163, 2016
Types of boredom: An experience sampling approach
T Goetz, AC Frenzel, NC Hall, UE Nett, R Pekrun, AA Lipnevich
Motivation and Emotion 38, 401-419, 2014
Academic self-concept and emotion relations: Domain specificity and age effects
T Goetz, H Cronjaeger, AC Frenzel, O Lüdtke, NC Hall
Contemporary Educational Psychology 35 (1), 44-58, 2010
Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test
B Frenzel, A. C. Goetz, T., Stephens, E. J. Jacob
Advances in teacher emotion research: The impact on teachers’ lives, 129-152, 2009
Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study
MM Keller, ML Chang, ES Becker, T Goetz, AC Frenzel
Frontiers in psychology 5, 1442, 2014
Ability grouping of gifted students: Effects on academic self‐concept and boredom
F Preckel, T Götz, A Frenzel
British Journal of educational psychology 80 (3), 451-472, 2010
Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions
JL Taxer, AC Frenzel
Teaching and teacher education 49, 78-88, 2015
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