情绪智力在预测人际关系、心理健康等软领域方面有着比传统智商更强的作用，它对青少年的个人成长和未来发展具有重要意义，其培养方式正是当前心理学研究者和教育实践者共同关注的热点问题。家庭是个体社会化的首要场所，父母的情绪社会化理念与行为对青少年情绪智力的发展有着深远影响。而所谓父母情绪社会化理念与行为，是指父母在实施儿童社会情绪能力教育的过程中所持的情绪信念或观念以及实际表现的行动和做法。本研究聚焦于中国青少年父母的情绪社会化理念与行为，通过质性分析提取出其核心要素，在此基础上编制了青少年父母情绪社会化理念与行为问卷，通过对756名中学生及其家长的问卷调查，考察了父母情绪社会化理念和行为的发展特点及其对青少年情绪智力的影响。研究结果如下：1. 质性分析发现，父母情绪社会化理念包括情绪教导责任、情绪能力重要性、消极情绪信念三个方面，父母情绪社会化行为包括行为指导、情感支持、鼓励表达、轻视/否定、责罚/训诫、情绪烦扰六个方面。2. 基于经典测量理论编制的青少年父母情绪社会化理念与行为问卷具有良好的信度和效度。其中，青少年父母情绪社会化理念问卷包括情绪教导责任、情绪能力重要性、消极情绪接纳和消极情绪价值四个维度；青少年父母情绪社会化行为问卷包括卷入/支持、鼓励表达、惩罚/控制、轻视/否定四个维度。3、中国青少年父母在情绪社会化理念四个维度上的得分由高到低依次为情绪教导责任理念、情绪能力重要性理念、消极情绪接纳理念、消极情绪价值理念；在情绪社会化行为四个维度上的得分由高到低依次为卷入/支持、鼓励表达、轻视/否定、惩罚/控制。4. 青少年父母情绪社会化理念的年级主效应显著，初一学生母亲在情绪教导责任理念上的得分显著高于高二学生母亲，高一学生父亲在情绪能力重要性理念上的得分显著高于初一学生父亲；青少年父母情绪社会化行为的年级主效应、性别主效应均显著，初一学生父母在惩罚/控制维度上的得分显著高于高一、高二学生的父母，父母双方对男孩的惩罚/控制、轻视/否定均显著高于女孩。5. 母亲比父亲持有更强的情绪教导责任理念和消极情绪接纳理念，父亲比母亲的消极情绪价值理念更强；母亲对孩子消极情绪反应的卷入/支持、鼓励表达、惩罚/控制均显著高于父亲。父母受教育程度越高，其情绪能力重要性理念、消极情绪接纳理念、消极情绪价值理念越强，但受教育水平不同的父母在情绪社会化行为上不存在显著差异。独生子女、非独生子女家庭的父母情绪社会化理念与行为各维度均不存在显著差异。6. 父母情绪社会化理念各维度与青少年情绪智力间不存在显著相关；母亲的情绪教导责任理念与其卷入/支持行为显著正相关，父亲的情绪教导责任理念、消极情绪接纳理念与其卷入/支持和鼓励表达行为显著正相关，父亲的消极情绪接纳理念还与其惩罚/控制行为显著负相关；父母的卷入/支持、鼓励表达行为均能显著正向预测青少年情绪智力，惩罚/控制能显著负向预测青少年情绪智力，轻视/否定行为对青少年情绪智力的全部预测效应不显著，但在控制了其他三种行为后，家长的轻视/否定行为表现出了对青少年情绪智力独特的负向预测作用。7. 父、母支持性情绪社会化行为对青少年情绪智力的交互作用不显著，表现为父母双方支持性行为对提高青少年情绪智力的累加作用；父、母非支持性情绪社会化行为对青少年情绪智力的交互作用显著，表现为低母亲非支持性行为可增强低父亲非支持性行为对提高青少年情绪智力的积极影响。

Emotional intelligence is a better predictor of interpersonal relationship and mental health compared with traditional cognitive intelligence and it plays a very important role in adolescents’ personal growth and future development. How to cultivate and improve emotional intelligence is a hot topic for both psychological researchers and professional educators. Family is the primary place for socialization. Both parental emotion socialization beliefs and behaviors have profound influence on adolescent emotional intelligence. Parental emotion socialization beliefs and behaviors refer to emotion-related perpectives parents hold and parenting practices they carry out during they educate their children’s social-emotional competence.The present study mainly focused on parental emotion socialization beliefs and behaviors of Chinese adolescents. Based on individual interview and qualitative analysis, this study explored the construct of parental emotion socialization beliefs and behaviors and developed Chinese Adolescents’ Parental Emotion Socialization Beliefs and Behaviors Scale. With 756 adolescents and their parents (both fathers and mothers) participating in the questionnaire survey, the present study investigated the developmental characteristics of parental emotion socialization beliefs and behaviors in Chinese families and their influence on adolescent emotional intelligence. The research results were as follows:Firstly, qualitative analysis showed that the core factors of parental emotion socialization beliefs were beliefs about parental emotion coaching as responsibility, beliefs about emotional competence as important, beliefs about children’s negative emotional experience and expression. The core factors of parental emotion socialization behaviors were behavior guidance, emotional support, expressive encouragement, minimization, punishment and annoyance.Secondly, the Chinese Adolescents’ Parental Emotion Socialization Beliefs and Behaviors Scale developed in this study had acceptable reliability and validity. The beliefs subscale consisted of four dimensions: beliefs about parental emotion coaching as responsibility, beliefs about emotional competence as important, beliefs about negative emotions as acceptable and beliefs about negative emotions as valuable. The behaviors subscale consisted of four dimensions: involvement/support, expressive encouragement, punishment/control and minimization.Thirdly, Chinese adolescents’ parents reported the highest score on beliefs about parental emotion coaching as responsibility, followed by beliefs about emotional competence as important, beliefs about negative emotions as acceptable and valuable. They scored highest on their involvement/support of adoescents’ negative emotions, followed by expressive encouragement, minimization and punishment/control.Fourthly, mothers of 7th grade students reported higher score on beliefs about parental emotion coaching as responsibility than mothers of 11th grade students, and fathers of 10th grade students reported higher score on beliefs about emotional competence as important than fathers of 7th grade students. Mothers and fathers of 7th grade students were more likely to punish their children and become annoyed when their children experienced and displayed negative emotions. Boys were more likely to be punished/controlled and minimized due to their negative emotional experience by both fathers and mothers than girls.Fifthly, mothers hold stronger beliefs about parental emotion coaching as responsibility, stronger beliefs about negative emotions as acceptable and weaker beliefs about negative emotions as valuable than their counterparts. Adolescents reported higher maternal involvement/support, expressive encouragement and punishment/control than those of fathers. Parents with higher education level scored higher on beliefs about emotional competence as important, beliefs about negative emotions as acceptable and valuable than those with lower education level, but they did not differ in parental emotion socialization behaviors. Differences of maternal and paternal emotion socialization beliefs and behaviors between one-child families and non-only-child families were nonsignificant.Sixly, there were no significant associations between parental emotion socialization beliefs and adolescent emotional intelligence. Maternal beliefs about emotion coaching as responsibility were positively correlated with their involvement/ support. Paternal beliefs about emotion coaching as responsibility and beliefs about negative emotions as acceptable were positively correlated with their involvement/ support and expressive encouragement, while their beliefs about negative emotions as acceptable were negatively correlated with their punishment/control. Involvement/ support and expressive encouragement from both fathers and mothers could positively predict adolescent emotional intelligence, while parental punishment/control could negatively predict adolescent emotional intelligence. The whole effect of minimization on adolescent emotional intelligence was nonsignificant, but its unique negative relation to adolescent emotional intelligence was significant after controlling the other three types of parental emotion socialization behaviors.Lastly, the contributions of maternal and paternal supportive emotion socialization behaviors to adolescent emotional intelligence are cumulative. However, a significant interaction effect between mothers’ and fathers’ nonsupportive emotion socialization behaviors on adolescent emotional intelligence was found. Lower level of maternal nonsupportive behaviors could enhance the positive influence of lower paternal nonsupportive behaviors on adolescent emotional intelligence.