“Close to the teacher, believe in the teaching”: the advantageous effect of interpersonal emotion regulation and the role of teacher-student closeness

These findings highlight the advantage of interpersonal emotion regulation in teacher-student interactions and emphasize the critical role of high closeness. This study not only provides empirical support for understanding the effectiveness of interpersonal emotion regulation in teacher-student interactions but also offers important theoretical foundations and practical implications for constructing a mental health support system for graduate students.