Zobrazeno 1 - 10
of 291
pro vyhledávání: '"Anne C. Frenzel"'
Publikováno v:
PLoS ONE, Vol 19, Iss 5, p e0302890 (2024)
Susceptibility to emotional contagion is defined as the disposition of how susceptible someone is to catch others' emotions and it has long been studied in research on mental health, well-being, and social interaction. Given that existing self-report
Externí odkaz:
https://doaj.org/article/7f6cbc1162cf458389c118949fcc8944
Autor:
Tatiana Moreira, Cristiane Faiad, Ana Deyvis Santos Araújo Jesuíno, Ariela Raissa Lima-Costa, Anne C. Frenzel
Publikováno v:
Psico-USF, Vol 26, Iss spe, Pp 71-81 (2022)
Abstract Emotions are complex psychobiological reactions, articulating motivational patterns, an impulse for action, and physiological changes. The aim was to adapt and validate a self-report instrument for the assessment of teachers’ emotions in a
Externí odkaz:
https://doaj.org/article/dac28c06b14842bd8d96125b52f7758c
Autor:
Carolin Schwab, Anne C. Frenzel, Martin Daumiller, Markus Dresel, Oliver Dickhäuser, Stefan Janke, Anton K. G. Marx
Publikováno v:
PLoS ONE, Vol 17, Iss 10 (2022)
As of today, surprisingly little is known about the subjective well-being of faculty in general, but especially when teaching online and during a time of pandemic during lockdowns in particular. To narrow this research gap, the present study systemat
Externí odkaz:
https://doaj.org/article/3de5880f10a744b187ba75ab736646ef
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Externí odkaz:
https://doaj.org/article/6ea1dd6e42394bdcb55345e1ec6e0471
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Testing assumptions proposed by Frenzel’s reciprocal model of teacher emotions (e.g., Frenzel, 2014), this study explored relations between teachers’ appraisals concerning the attainment and importance of their teaching goals, and their emotions.
Externí odkaz:
https://doaj.org/article/3ba36aa439304852aa82174749a0ea75
Autor:
Manuel M Schwartze, Anne C Frenzel, Thomas Goetz, Anton K G Marx, Corinna Reck, Reinhard Pekrun, Daniel Fiedler
Publikováno v:
PLoS ONE, Vol 15, Iss 11, p e0241671 (2020)
Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students a
Externí odkaz:
https://doaj.org/article/3874f909303f43729395cf2495371a7d
Publikováno v:
Iranian Journal of Language Teaching Research, Vol 6, Iss 2, Pp 39-55 (2018)
Drawing upon appraisal-theoretical framework (Frenzel, 2014), this study aimed at examining the antecedents of pleasant and unpleasant emotions experienced by English as a foreign language (EFL) teachers in Iran. Results of semi-structured interviews
Externí odkaz:
https://doaj.org/article/5ec5ccf600804e7f8bdf125e02f6df6b
Publikováno v:
ZDM – Mathematics Education. 55:269-284
Understanding the structure, antecedents, and outcomes of students’ emotions has become a topic of major interest in research on mathematics education. Much of this work is based on the Achievement Emotions Questionnaire—Mathematics (AEQ-M), a se
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::22242e3cd2e1eae9c522ab709d17c632
https://doi.org/10.1007/s11858-022-01425-8
https://doi.org/10.1007/s11858-022-01425-8
Publikováno v:
Frontiers in Psychology, Vol 10 (2019)
Stress and negative emotions in teachers can lead to occupational burnout, poor performance in the classroom, and decreased job-satisfaction. Apart from having negative personal and physical effects for the individual teacher, teacher stress and burn
Externí odkaz:
https://doaj.org/article/9968e20965cb4074a2cd5269aac3de85
Publikováno v:
Zeitschrift für Pädagogische Psychologie. 36:115-132
Abstract. Teacher-student relationships have been shown to be highly relevant for student outcomes, but they are also important for teachers. Teachers have a basic need for relatedness with their students and recent empirical evidence underlines the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a58bc87e35eb3a27d55456f53cdcdd27
https://doi.org/10.1024/1010-0652/a000328
https://doi.org/10.1024/1010-0652/a000328