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

Talty, Anna; Speyer, Lydia G; Eisner, Manuel; Ribeaud, Denis; Murray, Aja L; Obsuth, Ingrid

doi:10.5167/uzh-235294

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Talty, A., Speyer, L. G., Eisner, M., Ribeaud, D., Murray, A. L., & Obsuth, I. (2023). The role of student–teacher relationships in the association between negative parenting practices and emotion dynamics – Combining longitudinal and ecological momentary assessment data. Journal of Research on Adolescence, 33, 1268–1280. https://doi.org/10.1111/jora.12874

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 analyze