Parenting Journal · Volume 2 · Issue 4 · Licensed source edition
Parental meta-emotion philosophy and children’s classroom emotional regulation: the moderating role of teacher–student interaction quality
Originally published 2026-09-10 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2026.1837821 ↗
Editorial reading guide · Respect
How might what my child hears about feelings differ at home and at school?
The study follows beliefs about emotions at home alongside children’s classroom regulation and teacher interactions.
Who was studied?
Two hundred and eighty-nine child-parent pairs in six public elementary schools in eastern China.
Age / stage: Ages 6–8
Read with three questions
- Which observations came from home and which from the child’s classroom?
- What changed within families over time, and which differences were already present?
- How might what my child hears about feelings differ at home and at school?
Keep the limits in view
Following participants over time helps examine sequence, but does not eliminate selection, reporting differences or unmeasured family circumstances.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Na Zhao; Zhiyu Yao (2026). Parental meta-emotion philosophy and children’s classroom emotional regulation: the moderating role of teacher–student interaction quality Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1837821
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.