The role of student-teacher relationships in the association between negative parenting practices and emotion dynamics - Combining longitudinal and ecological momentary assessment data.
Anna TaltyLydia Gabriela SpeyerManuel P EisnerDenis RibeaudAja L MurrayIngrid ObsuthPublished in: Journal of research on adolescence : the official journal of the Society for Research on Adolescence (2023)
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.
Keyphrases
- mental health
- risk factors
- electronic health record
- big data
- medical education
- healthcare
- primary care
- medical students
- depressive symptoms
- autism spectrum disorder
- climate change
- high school
- young adults
- data analysis
- risk assessment
- quality improvement
- artificial intelligence
- deep learning
- clinical evaluation
- borderline personality disorder