In contemporary educational psychology, the intricate relationship between parent and teacher involvement and the emotional experiences of students within academic settings has garnered significant scholarly attention. A groundbreaking study recently published in BMC Psychology sheds light on how these pivotal social agents influence the emotional landscape of learners, ultimately shaping not only academic success but also psychological well-being. This comprehensive investigation elucidates the multifaceted dynamics by which parental and teacher engagement cultivate or mitigate specific academic emotions such as anxiety, pride, boredom, and hope, thus offering novel insights into optimizing educational environments.
The research presents a nuanced portrayal of how parent and teacher involvement operates through distinct yet interrelated pathways to mold students’ emotional experiences in school. The study employs a robust methodological framework, integrating quantitative analyses with rigorous psychological assessments, to unravel the complex interactions that define academic emotion formation. Crucially, it emphasizes that the quality and nature of involvement—rather than mere quantity—are determinative factors. For instance, parental support characterized by warmth and constructive communication fosters positive emotions, whereas authoritarian or neglectful engagement may precipitate adverse feelings such as academic apprehension.
A pivotal aspect addressed in this work is the cognitive appraisal theory of emotion, which provides the conceptual underpinning for understanding how students interpret parental and teacher behaviors. According to this theory, students’ evaluations of their social environments significantly influence their emotional responses. The study empirically demonstrates that when parents and teachers provide clear, consistent feedback and demonstrate empathic understanding, students are more likely to develop adaptive academic emotions, including motivation and enthusiasm. Alternatively, ambiguous or critical feedback can exacerbate feelings of frustration and defeat.
Moreover, the research dissects the role of emotional contagion and modeling in the classroom and home contexts. The teachers’ and parents’ own emotional expressions and coping strategies are internalized by students, creating an emotional climate that can either buffer or exacerbate emotional volatility. The findings foreground the importance of emotional competence among these adults; those who effectively regulate their own emotions and exhibit emotional intelligence can serve as stabilizing influences, promoting resilience and positive academic emotions in students.
An innovative element of the study is its investigation of bidirectional influences between parents, teachers, and students. It acknowledges that students’ academic emotions can, in turn, influence parental and teacher involvement, generating feedback loops that reinforce particular emotional patterns. This dynamic perspective highlights that interventions should not be unidirectional but consider the systemic interplay among all participants within the educational milieu.
The empirical evidence presented is derived from a diverse sample encompassing various educational levels and socioeconomic backgrounds, further reinforcing the generalizability of the conclusions. Advanced statistical modeling, including structural equation modeling and multilevel analyses, enables the researchers to capture the latent constructs underlying reported involvement and emotional responses. Notably, the neural correlates of academic emotion regulation were hinted at through parallel literature, suggesting future research directions integrating neuropsychological measures.
The implications of these findings are profound for educational policy and practice. The study advocates for comprehensive teacher training programs that incorporate components of emotional literacy and parental involvement facilitation. Such training would prepare educators to engage effectively with families and create emotionally supportive educational environments. Additionally, parental workshops aimed at fostering positive communication and supportive behaviors could significantly enhance students’ emotional and academic outcomes.
From a theoretical standpoint, the research contributes to refining models of academic emotions by integrating social relational dimensions more explicitly. Traditional models often underemphasize the simultaneous influence of multiple social agents, but this study’s findings validate the necessity of incorporating both parental and teacher roles into a unified conceptual framework. This represents a paradigm shift, encouraging multidisciplinary approaches that encompass psychology, education, and social work.
Technological advances in data collection, such as ecological momentary assessment and experience sampling methods, were employed to capture the immediate emotional states of students in real-world settings. This methodology allowed for high ecological validity, contrasting with earlier laboratory-based studies that may have lacked situational relevance. Continuous monitoring revealed patterns indicating that timely parental and teacher interventions could disrupt negative emotional spirals, emphasizing the value of dynamic, responsive support systems.
Another significant technical contribution involves dissecting the differential impacts of maternal versus paternal involvement, as well as identifying gender-specific responses in students. The study’s granularity in analyzing these distinctions provides insights for personalized educational approaches. For instance, maternal nurturance was often linked to increased emotional security, while paternal involvement was associated with heightened academic challenge, each bearing unique emotional consequences.
Furthermore, this comprehensive study highlights the cultural context as a critical moderator. Cross-cultural comparisons showed variability in normative expectations for parent and teacher engagement, which affected the nature and intensity of academic emotions. These findings underscore the importance of culturally sensitive practices in education and caution against one-size-fits-all interventions.
Finally, the research underscores the urgent need for integrated psychosocial support systems within schools that bridge family-teacher partnerships. By fostering collaborative environments where communication is prioritized and emotional support is reinforced, educational institutions can create resilience-promoting ecosystems that elevate both emotional well-being and academic achievement.
In sum, this seminal investigation offers an unprecedented exploration into the symbiotic roles of parents and teachers in shaping the emotional experiences of students within academic contexts. It appeals to educators, policymakers, and researchers alike, urging a concerted reevaluation of how emotional dimensions are addressed in educational frameworks. By illuminating the pathways through which social involvement modulates academic emotions, this study paves the way for innovations that could transform educational landscapes globally.
Subject of Research: The influence of parent and teacher involvement on the emotional experiences of students in academic settings.
Article Title: The role of parent and teacher involvement in shaping academic emotions.
Article References: Avcı, S., Avcu, A., Akıncı, T. et al. The role of parent and teacher involvement in shaping academic emotions. BMC Psychol (2026). https://doi.org/10.1186/s40359-026-03985-w
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