Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test

By A. Frenzel, Thomas Goetz, Elizabeth J Stephens, Barbara Jacob. 2009

248 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/5ade59447c2ed59e68e8a5936f64ad93fd6b5227

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review (2021, background): “Educational Psychology Review teachers more likely to deliver high-quality instruction which then translates into higher student motivation or achievement (e.g., Frenzel et al., 2009; Zee & Koomen, 2016)3.”
Teacher Emotion, Emotional Labor and Teacher Identity (2014, background): “In fact, although recently researchers are beginning to pay attention to teacher emotions (e.g., Hargreaves, 1998; Sutton and Wheatley, 2003; Cross and Hong, 2009; Frenzel et al., 2009; Schutz et al., 2009), they have been implementing studies in general education contexts rather than within the ELL”
A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire (2018, background): “perceptions of student behaviour and congruence of classroom goals) and effects on instructional behaviour (e.g. Frenzel, Becker-Kurz, Pekrun, & Goetz, 2015; Frenzel et al., 2009; Goetz et al., 2015).”
Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, background): “…relationship between teachers’ emotions and classroom management self-efficacy (Emmer & Stough, 2001); however, it does not fully support the earlier finding that positive emotions correlated positively with classroom management self-efficacy (e.g. Emmer & Stough, 2001; Frenzel et al., 2009).”