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.