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Veröffentlichungsdatum
Anzahl der Publikationen: 8
2021
Hilger, Katharina J. E.; Scheibe, Susanne; Frenzel, Anne C. und Keller, Melanie M.
(2021):
Exceptional Circumstances: Changes in Teachers' Work Characteristics and Well-Being During COVID-19 Lockdown.
In: School Psychology, Bd. 36, Nr. 6: S. 516-532
2018
Keller, Melanie M.; Becker, Eva S.; Frenzel, Anne C. 
ORCID: https://orcid.org/0000-0002-9068-9926 und Taxer, Jamie L.
(2018):
When Teacher Enthusiasm Is Authentic or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’ Emotions.
In: AERA Open, Bd. 4, Nr. 4: S. 1-16
ORCID: https://orcid.org/0000-0002-9068-9926 und Taxer, Jamie L.
(2018):
When Teacher Enthusiasm Is Authentic or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’ Emotions.
In: AERA Open, Bd. 4, Nr. 4: S. 1-16
2016
Keller, Melanie M.; Hoy, Anita Woolfolk; Goetz, Thomas und Frenzel, Anne C. ORCID: https://orcid.org/0000-0002-9068-9926
(2016):
Teacher Enthusiasm: Reviewing and Redefining a Complex Construct.
In: Educational Psychology Review, Bd. 28, Nr. 4: S. 743-769
ORCID: https://orcid.org/0000-0002-9068-9926
(2016):
Teacher Enthusiasm: Reviewing and Redefining a Complex Construct.
In: Educational Psychology Review, Bd. 28, Nr. 4: S. 743-769
2015
Goetz, Thomas; Becker, Eva S.; Bieg, Madeleine; Keller, Melanie M.; Frenzel, Anne C. ORCID: https://orcid.org/0000-0002-9068-9926 und Hall, Nathan C.
(2015):
The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions.
In: PLOS ONE 10(9), e0137441 [PDF, 256kB]
ORCID: https://orcid.org/0000-0002-9068-9926 und Hall, Nathan C.
(2015):
The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions.
In: PLOS ONE 10(9), e0137441 [PDF, 256kB]
Becker, Eva S.; Keller, Melanie M.; Goetz, Thomas; Frenzel, Anne C. ORCID: https://orcid.org/0000-0002-9068-9926 und Taxer, Jamie L.
(2015):
Antecedents of teachers' emotions in the classroom: an intraindividual approach.
In: Frontiers in Psychology, Bd. 6, 635
[PDF, 2MB]
ORCID: https://orcid.org/0000-0002-9068-9926 und Taxer, Jamie L.
(2015):
Antecedents of teachers' emotions in the classroom: an intraindividual approach.
In: Frontiers in Psychology, Bd. 6, 635
[PDF, 2MB]
2014
Keller, Melanie M.; Chang, Mei-Lin; Becker, Eva S.; Goetz, Thomas und Frenzel, Anne C. ORCID: https://orcid.org/0000-0002-9068-9926
(2014):
Teachers' emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study.
In: Frontiers in Psychology, Bd. 5, 1442
[PDF, 527kB]
ORCID: https://orcid.org/0000-0002-9068-9926
(2014):
Teachers' emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study.
In: Frontiers in Psychology, Bd. 5, 1442
[PDF, 527kB]
Goetz, Thomas; Haag, Ludwig; Lipnevich, Anastasiya A.; Keller, Melanie M.; Frenzel, Anne C. ORCID: https://orcid.org/0000-0002-9068-9926 und Collier, Antonie P. M.
(2014):
Between-domain relations of students' academic emotions and their judgments of school domain similarity.
In: Frontiers in Psychology, Bd. 5, 1153
[PDF, 588kB]
ORCID: https://orcid.org/0000-0002-9068-9926 und Collier, Antonie P. M.
(2014):
Between-domain relations of students' academic emotions and their judgments of school domain similarity.
In: Frontiers in Psychology, Bd. 5, 1153
[PDF, 588kB]
Frenzel, Anne C. ORCID: https://orcid.org/0000-0002-9068-9926; Keller, Melanie M.; Goetz, Thomas; Pekrun, Reinhard und Hensley, Lauren
(2014):
Exploring Teacher Emotions: A Literature Review and an Experience Sampling Study.
In: Richardson, Paul W.; Karabenick, S. und Watt, H. M. G. (Hrsg.):
Teacher motivation : theory and practice. 1. publ. New York [u.a.]: Routledge, Taylor & Francis Group. S. 69-82
ORCID: https://orcid.org/0000-0002-9068-9926; Keller, Melanie M.; Goetz, Thomas; Pekrun, Reinhard und Hensley, Lauren
(2014):
Exploring Teacher Emotions: A Literature Review and an Experience Sampling Study.
In: Richardson, Paul W.; Karabenick, S. und Watt, H. M. G. (Hrsg.):
Teacher motivation : theory and practice. 1. publ. New York [u.a.]: Routledge, Taylor & Francis Group. S. 69-82