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

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E-pub ahead of print
  • Anna Talty
  • Lydia G Speyer
  • Manuel P Eisner
  • Denis Ribeaud
  • Aja L Murray
  • Ingrid Obsuth
<mark>Journal publication date</mark>31/12/2023
<mark>Journal</mark>Journal of research on adolescence : the official journal of the Society for Research on Adolescence
Issue number4
Number of pages13
Pages (from-to)1268-1280
Publication StatusE-pub ahead of print
Early online date3/07/23
<mark>Original language</mark>English


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.