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Teacher\u2013student relationship (TSR) quality is proposed to play an important role, but this transmission pathway lacks empirical evidence. Further, existing studies on this subject tend to focus on positive emotions, while associations of negative emotions are mostly observed within cross\u2010sectional designs.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>\n                      This study aims to investigate TSR quality as a transmission factor between teachers' and students' positive and negative emotions. We assume this to be a reciprocal process. Our sample consisted of\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u20091638 students (\n                      <jats:italic>M<\/jats:italic>\n                      <jats:sub>age<\/jats:sub>\n                      \u2009=\u200913.95,\n                      <jats:italic>SD<\/jats:italic>\n                      \u2009=\u20090.86) and\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u2009118 German and mathematics teachers (\n                      <jats:italic>M<\/jats:italic>\n                      <jats:sub>age<\/jats:sub>\n                      \u2009=\u200945.29,\n                      <jats:italic>SD<\/jats:italic>\n                      \u2009=\u200910.68) from\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200986 public secondary school classes in Brandenburg and Mecklenburg\u2010Western Pomerania, Germany.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Longitudinal questionnaire data were gathered in three waves. The present analyses investigated whether teacher\u2010reported relationship quality between the teacher and the class explained the effects of teacher\u2010reported enjoyment of teaching and teachers' anxiety on students' enjoyment and anxiety in class across two subject domains.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>In mathematics, TSR at T1 was significantly related to teacher emotions at T2, and student emotions at T2 were significantly related to TSR at T3. In German, teacher emotions at T2 were significantly related to TSR at T3. A direct relation between teacher anxiety at T1 and student anxiety at T2 emerged.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>In our study, we could observe transmission effects, although the pathways differed more than anticipated. Further research incorporating contextual factors like school subject is needed.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.70126","type":"journal-article","created":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T10:16:21Z","timestamp":1789985781000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Reciprocal teacher\u2013student transmissions: Linking teachers' emotions with students' emotions and relationship quality"],"prefix":"10.1111","author":[{"ORCID":"https:\/\/orcid.org\/0009-0008-0119-9468","authenticated-orcid":false,"given":"Andr\u00e9","family":"Seidel","sequence":"first","affiliation":[{"name":"Department of Education University of Potsdam  Potsdam 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