社会适应是学前儿童面临的一项重要发展任务，也是发展心理学研究者关注的重要问题之一。儿童先天的气质与近端的父母情绪社会化因素是儿童社会适应的重要影响因素。本研究采用横断设计，从情绪社会化的视角出发，考察3～5岁儿童气质(情绪性和努力控制)与情绪能力(情绪表达、情绪理解和情绪调节)的发展趋势，以及儿童气质、父母元情绪理念、父母情绪表达性与儿童社会适应(问题行为、社会能力与同伴地位)之间的关系。341名儿童及其父母与教师参加了本研究，母亲评价了儿童的情绪性、努力控制、情绪表达、情绪调节。问题行为与社会能力由儿童的母亲与教师分别评价，父亲与母亲分别报告了各自的元情绪理念与情绪表达性。此外，采用访谈法测查了儿童的情绪理解与努力控制(主要是抑制控制)，通过同伴提名法测查了儿童的同伴地位。对数据基本统计量的分析以及多元回归分析与路径分析，得出以下结论：(1) 3～5岁儿童努力控制水平与情绪理解能力的发展趋势非常明显，年长儿童均优于年幼儿童。(2) 儿童气质对其社会适应具有较强的直接预测作用。儿童的积极情绪性可正向预测其社会能力，负向预测其外显行为问题与同伴地位。消极情绪性可正向预测其外显与内隐行为问题，负向预测其社会能力。努力控制可较强地负向预测其外显与内隐行为问题，正向预测其社会能力与同伴地位。努力控制调节着情绪性对社会适应的预测关系。积极情绪性仅对努力控制水平较高儿童的内隐行为问题具有预测作用，同时仅对努力控制水平较低儿童的社会能力具有正向预测作用；消极情绪性仅对努力控制较低儿童的内隐行为问题具有正向预测作用。(3) 父母的情绪表达性对儿童的社会适应具有较强的直接预测作用。母亲的积极情绪表达性可负向预测其儿童的外显行为问题，正向预测其社会能力。父亲的积极情绪表达性可正向预测其儿童的社会能力。父母的消极情绪表达性均能正向预测其儿童的外显与内隐行为问题，负向预测其社会能力与同伴地位。(4) 父母的元情绪理念对儿童社会适应具有较强的直接预测作用。母亲的情绪教导可负向预测其儿童的外显行为问题，正向预测其社会能力；情绪不干涉能正向预测其儿童社会能力，负向预测其同伴地位。情绪紊乱可正向预测其儿童的外显与内隐行为问题，负向预测其社会能力与同伴地位。父亲情绪教导可正向预测其儿童的社会能力，情绪不干涉可正向预测其内隐行为问题；而情绪紊乱则可以正向预测其外显与内隐行为问题，负向预测其社会能力与同伴地位。(5) 父母情绪表达性在其元情绪理念与儿童社会适应之间具有中介作用。母亲积极情绪表达性在其情绪教导与儿童社会能力之间起部分中介作用。父亲积极情绪表达性在其情绪教导与儿童社会能力之间具有完全中介作用，而父亲消极情绪表达性在其情绪教导与儿童社会能力之间也起着完全中介作用。此外，父亲消极情绪表达性在其情绪紊乱与儿童外显行为问题、社会能力之间具有部分中介作用。(6) 儿童的努力控制、消极情绪性对父母情绪表达性与儿童社会适应的关系，以及父母元情绪理念与儿童社会适应的关系都具有明显的调节作用。(7) 儿童的情绪调节、情绪理解在其气质与社会适应的关系中具有部分或完全中介作用。(8) 儿童的情绪表达、情绪调节在母亲情绪表达性与社会适应的关系中具有部分或完全中介作用，儿童情绪理解在父亲消极情绪表达性与儿童社会能力之间具有部分中介作用。(9) 儿童情绪调节在母亲元情绪理念与儿童社会适应之间具有部分或完全中介作用。

As preschoolers' important developmental task, social adjustment has been one important issue in developmental researches. Children's dispositional temperament characteristics and the proximal parental emotion-related factors are both important influence factors of social adjustment. From the perspective of emotion socialization, this study explored the developmental characteristics of children's temperament and emotional competence; and examined the relations among child temperament, parental meta-emotional philosophy, parental emotional expressivity and children’s social adjustment through cross-sectional design. 341 children aged 3-5 and their parents and teachers participate in the study. Child temperament (emotionality, effortful control) were assessed on CBQ by mothers, who also reported the children's emotion expression and emotion regulation on Children's Emotion Questionnaire. Children's behavior problem and social competence were assessed on ESBRS by mothers and teachers respectively; children's mothers and fathers reported their own meta-emotional philosophy and emotional expressivity on MEPQ and SEFQ respectively. Effortful control (predominant on inhibitory control) and emotion understanding are assessed through interview by research assistants. Structural equation modeling analyses indicated that:(1) Children's effortful control and emotional understanding obviously improved from age 3 to 5. (2) Children's temperament predicted their adjustment: positive emotionality positively predicted social competence, negatively predicted externalizing problem and peer status; while negative emotionality positively predicted externalizing and internalizing problem, negatively predicted social competence; effortful control negatively predicted externalizing and internalizing problems, positively predicted social competence and peer status; effortful control also moderated the relations between emotionality and social adjustment, positive emotionality predicted internalizing problem only for children with high effortful control, and it negatively predicted social competence for children with low effortful control, and negative emotionality positively predicted internalizing problems only for children with low effortful control. (3) Parental expressivity predicted children's social adjustment: maternal positive expressivity negatively predicted children's externalizing problem and positively predicted social competence; paternal positive expressivity positively predicted children’s social competences; both parents’ negative emotional expressivity positively predicted externalizing and internalizing problems, and negatively predicted peer status. (4) Children's social adjustments were strongly predicted by parental meta-emotional philosophy. Maternal emotion coaching negatively predicted children's externalizing problem, positively predicted social competence; maternal emotion noninvolvement positively predicted children's social competence, and negatively predicted peer status. Maternal emotion dysfunction positively predicted children's internalizing and externalizing problems, negatively predicted social competence and peer status. (5) Parental expressivity mediated the relations between parental meta-emotion philosophy and children's social adjustment. (6) Child temperament moderated the relation between parental expressivity and children's social adjustment, and also moderated the relation between parental meta-emotion philosophy and children’s adjustment; (7) Children's emotion regulaton or emotion understanding mediated the relations between child temperament and their social adjustment; (8) Children's emotion expression or emotion regulation mediated the relations between maternal expressivity and children's social adjustment. Children’s emotion understanding mediated effect between father's emotion expressivity and children's social competence. (9) Children's emotion regulation mediated the relation between mother’s meta-emotion philosophy and children’s social adjustment.