Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.

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Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains (2013, background): “This result is in line with assumptions on the universality of structural relationships of psychosocial constructs (Frenzel et al., 2007a; Pekrun, 2006).”
Student emotions in class: The relative importance of teachers and their interpersonal relations with students (2018, background): “…importance of facets of the classroom environment for students' emotional variability, most studies (e.g., Becker et al., 2014; den Brok et al., 2005; Frenzel et al., 2007) have applied a “classical” multilevel structure with students purely nested in classes and classes purely nested in teachers.”
How gender differences in academic engagement relate to students’ gender identity (2014, background): “…stronger language related self-efficacy (for a meta-analysis, see Huang 2013); display weaker interest in mathematics and science (e.g. Eccles 2011); are more likely to experience anxiety; and are less likely to report joy in learning with respect to mathematics (Frenzel, Pekrun, and Goetz 2007).”
Coercive and Supportive Teacher Behaviour: Within- and across-Lesson Associations with the Classroom Social Climate. (2011, unknown): “In a similar vein, Frenzel, Pekrun, and Goetz (2007) showed that if teachers are perceived to convey a high negative value of failure (e.g., by punishment), students reported more anxiety and anger.”