Anne C. Frenzel
Anne C. Frenzel
Verified email at psy.lmu.de
Title
Cited by
Cited by
Year
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
13042011
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
7832007
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
6352009
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 (4), 497, 2007
5032007
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
4782007
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
4352010
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
3542007
Achievement emotions questionnaire (AEQ). User’s manual
R Pekrun, T Goetz, RP Perry
Unpublished Manuscript, University of Munich, Munich, 2005
3542005
Achievement emotions questionnaire (AEQ). User’s manual
R Pekrun, T Goetz, RP Perry
Unpublished Manuscript, University of Munich, Munich, 2005
3542005
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
3452012
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
3022008
Teacher enthusiasm: Dimensionality and context specificity
M Kunter, A Frenzel, G Nagy, J Baumert, R Pekrun
Contemporary Educational Psychology 36 (4), 289-301, 2011
2532011
Academic self-concept and emotion relations: Domain specificity and age effects
T Götz, H Cronjäger, AC Frenzel, O Lüdtke, NC Hall
Contemporary Educational Psychology 35 (1), 44-58, 2010
2432010
Teacher emotions
AC Frenzel
International Handbook of Emotions in Education, 494-519, 2014
2282014
The domain specificity of academic emotional experiences
T Götz, AC Frenzel, R Pekrun, NC Hall
The Journal of Experimental Education 75 (1), 5-29, 2006
2222006
Antecedents of everyday positive emotions: An experience sampling analysis
T Goetz, AC Frenzel, H Stoeger, NC Hall
Motivation and Emotion 34 (1), 49-62, 2010
2062010
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
2052010
Types of boredom: An experience sampling approach
T Goetz, AC Frenzel, NC Hall, UE Nett, R Pekrun, AA Lipnevich
Motivation and Emotion 38 (3), 401-419, 2014
1872014
Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes
S Dettmers, U Trautwein, O Lüdtke, T Goetz, AC Frenzel, R Pekrun
Contemporary Educational Psychology 36 (1), 25-35, 2011
1872011
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
186*2009
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