Parental meta-emotion philosophy and children’s classroom emotional regulation: the moderating role of teacher–student interaction quality

Na Zhao, Zhiyu Yao

Open source

DOI: 10.3389/fpsyg.2026.1837821
Published: 2026-09-10
Container: Frontiers in Psychology
Publisher: Frontiers Media SA
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1837821,
  title = {Parental meta-emotion philosophy and children’s classroom emotional regulation: the moderating role of teacher–student interaction quality},
  author = {Na Zhao and Zhiyu Yao},
  year = {2026},
  journal = {Frontiers in Psychology},
  doi = {10.3389/fpsyg.2026.1837821},
  url = {https://doi.org/10.3389/fpsyg.2026.1837821}
}

RIS

TY  - JOUR
TI  - Parental meta-emotion philosophy and children’s classroom emotional regulation: the moderating role of teacher–student interaction quality
AU  - Na Zhao
AU  - Zhiyu Yao
PY  - 2026
JO  - Frontiers in Psychology
DO  - 10.3389/fpsyg.2026.1837821
UR  - https://doi.org/10.3389/fpsyg.2026.1837821
ER  -

APA

Zhao, N., & Yao, Z. (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

Source records

crossref · retrieved 2026-09-25T23:29:51.143Z