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Teaching This Class Drives Me Nuts!--Examining the Person and Context Specificity of Teacher Emotions

PloS one, 2015-06, Vol.10 (6), p.e0129630-e0129630

2015

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Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)

Contemporary educational psychology, 2011, Vol.36 (1), p.36-48

2011

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Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)

Contemporary educational psychology, 2016-07, Vol.46, p.148-163

2016

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Susceptibility to positive versus negative emotional contagion: First evidence on their distinction using a balanced self-report measure

PloS one, 2024-05, Vol.19 (5), p.e0302890-e0302890

2024

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Teachers' emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study

Frontiers in psychology, 2014, Vol.5, p.1442-1442

2014

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Who Enjoys Teaching, and When? Between- and Within-Person Evidence on Teachers’ Appraisal-Emotion Links

Frontiers in psychology, 2020-06, Vol.11, p.1092-1092

2020

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"I'm tired of black boxes!": A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis

PloS one, 2022-10, Vol.17 (10), p.e0272738

2022

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Teacher Procrastination, Emotions, and Stress: A Qualitative Study

Frontiers in psychology, 2019-10, Vol.10, p.2325-2325

2019

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Excessive boredom among adolescents: A comparison between low and high achievers

PloS one, 2020-11, Vol.15 (11), p.e0241671-e0241671

2020

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Editorial: Teacher Emotions Matter-Nature, Antecedents, and Effects

Frontiers in psychology, 2020-11, Vol.11, p.605389-605389

2020

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The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions

PloS one, 2015-09, Vol.10 (9), p.e0137441-e0137441

2015

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Displayed enthusiasm attracts attention and improves recall

British journal of educational psychology, 2021-09, Vol.91 (3), p.911-927

2021

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Do quality teacher–student relationships protect teachers from emotional exhaustion? The mediating role of enjoyment and anger

Social psychology of education, 2019-02, Vol.22 (1), p.209-226

2019

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Teachers' goal orientations: Effects on classroom goal structures and emotions

British journal of educational psychology, 2017-03, Vol.87 (1), p.90-107

2017

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Between-domain relations of students' academic emotions and their judgments of school domain similarity

Frontiers in psychology, 2014-10, Vol.5, p.1153-1153

2014

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Adaptation of the Teacher Emotions Scales (TES) to the Brazilian context

Psico usf, 2021, Vol.26 (numero especial), p.71-81

2021

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Developmental trajectories of achievement emotions in mathematics during adolescence

Child development, 2024-01, Vol.95 (1), p.276-295

2024

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Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment

Contemporary educational psychology, 2008, Vol.33 (1), p.9-33

2008

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Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes

Contemporary educational psychology, 2011, Vol.36 (1), p.25-35

2011

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Antecedents of teachers' emotions in the classroom: an intraindividual approach

Frontiers in psychology, 2015-05, Vol.6, p.635-635

2015

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Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis

British journal of educational psychology, 2024-09, Vol.94 (3), p.947-958

2024

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Academic self-concept and emotion relations: Domain specificity and age effects

Contemporary educational psychology, 2010, Vol.35 (1), p.44-58

2010

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Achievement Emotions in Germany and China: A Cross-Cultural Validation of the Academic Emotions Questionnaire—Mathematics

Journal of cross-cultural psychology, 2007-05, Vol.38 (3), p.302-309

2007

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Boredom Makes Me Sick: Adolescents’ Boredom Trajectories and Their Health-Related Quality of Life

International journal of environmental research and public health, 2021-06, Vol.18 (12), p.6308

2021

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Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers

British journal of educational psychology, 2013-09, Vol.83 (3), p.396-413

2013

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Teaching This Class Drives Me Nuts!--Examining the Person and Context Specificity of Teacher Emotions

Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)

Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)

Susceptibility to positive versus negative emotional contagion: First evidence on their distinction using a balanced self-report measure

Teachers' emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study

Who Enjoys Teaching, and When? Between- and Within-Person Evidence on Teachers’ Appraisal-Emotion Links

"I'm tired of black boxes!": A systematic comparison of faculty well-being and need satisfaction before and during the COVID-19 crisis

Teacher Procrastination, Emotions, and Stress: A Qualitative Study

Excessive boredom among adolescents: A comparison between low and high achievers

Editorial: Teacher Emotions Matter-Nature, Antecedents, and Effects

The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions

Displayed enthusiasm attracts attention and improves recall

Do quality teacher–student relationships protect teachers from emotional exhaustion? The mediating role of enjoyment and anger

Teachers' goal orientations: Effects on classroom goal structures and emotions

Between-domain relations of students' academic emotions and their judgments of school domain similarity

Adaptation of the Teacher Emotions Scales (TES) to the Brazilian context

Developmental trajectories of achievement emotions in mathematics during adolescence

Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment

Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes

Antecedents of teachers' emotions in the classroom: an intraindividual approach

Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis

Academic self-concept and emotion relations: Domain specificity and age effects

Achievement Emotions in Germany and China: A Cross-Cultural Validation of the Academic Emotions Questionnaire—Mathematics

Boredom Makes Me Sick: Adolescents’ Boredom Trajectories and Their Health-Related Quality of Life

Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers

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