The role of student–teacher relationships in the association between negative parenting practices and emotion dynamics – Combining longitudinal and ecological momentary assessment data

Abstract

Emotion dysregulation is increasingly implicated as a transdiagnostic risk factor in the etiology of mental health problems. This project aimed to explore the links between emotion regulation, negative parenting and student–teacher relationships using longitudinal and ecologically valid data. A sample of n = 209 young people enrolled in the ‘Decades‐to‐Minutes’ (D2M) study, based in Zurich, Switzerland, provided data from the ages of 7–20 via parent‐ and self‐report questionnaires and ecological momentary assessment. Data were analyzed using Dynamic Structural Equation Modeling (DSEM). Worse student–teacher relationships predicted increased negative affectivity and emotional lability. Negative parenting practices predicted emotional lability only via their impact on student–teacher relationships. The findings point to worse student–teacher relationships as risk factors in the socioemotional development of children and young people.

The Influence of Parental Attachment on the Independence of 5-6 Years Old Children

“…Self-confidence can be obtained through parents' attachment to their children because parents always instill self-confidence in children to believe that children can do well as others. Attachment refers to a special bond established by the unique quality of the relationship between a mother and her child or between a caregiver and her child and often through a slow process (Talty et al, 2022). Attachment between mother and child is a determining element of well-being in children.…”