Mediating effect of emotional regulation on the relationship between teacher attachment and school happiness among upper elementary school students

The purpose of this study is to examine the mediating effect of emotional regulation on the relationship between teacher attachment and school happiness among upper elementary school students in grades 5 and 6. Data for the analysis were collected from 254 students in grades 5 and 6 from two elementary schools located in Gyeonggi Province. The main findings are as follows. First, teacher attachment, school happiness, and emotional regulation, as perceived by upper elementary students, showed significant correlations with each other. Correlation analysis revealed positive correlations between teacher attachment and school happiness, teacher attachment and emotional regulation, and emotional regulation and school happiness. Second, a partial mediating effect of emotional regulation was confirmed in the relationship between teacher attachment and school happiness, as perceived by upper elementary students. The direct effect from teacher attachment to school happiness was significant, and the indirect effect mediated by emotional regulation was also significant. These findings suggest that children who perceive teacher attachment positively are more likely to utilize stable emotional regulation strategies, and stable emotional regulation abilities are linked to higher positive emotional experiences at school, that is, school happiness.