在青春期阶段，个体经历着巨大的情绪和认知发展挑战。积极应对这些挑战离不开家庭环境，尤其是父母教养行为的干预。在发展级联模型、依恋理论等理论的指导下，本研究采用全国代表性的追踪数据，利用SPSS 22.0和Mplus 8.4进行数据分析，构建路径分析模型依次考察了父母积极教养行为对青少年抑郁、记忆-推理能力的影响（研究问题一）、青少年自尊（研究问题二）和可控性归因（研究问题三）在其中的作用机制，以及该影响在青少年小学五年级至初中二年级这个升学关键时期的年级学段效应（研究问题四）。结果发现，1）在青少年13岁时的父母鼓励负向预测同年青少年的抑郁、正向预测其记忆-推理能力，同时正向预测其6年后的记忆-推理能力。2）在青少年13岁时的父母鼓励正向预测青少年2年后的自尊水平，进而负向预测其同年的抑郁、正向预测其记忆-推理能力。3）在13岁时，只有当青少年更少地将自己未来成就归因为可控因素时，父母参与才会显著负向预测青少年6年后的记忆-推理能力；然而，当青少年更少地将未来成就归因为不可控因素时，父母鼓励显著负向地预测其2年后的记忆-推理能力、父母参与显著正向预测其2年后的记忆-推理能力；此外，当他们更多地将未来成就归因为不可控因素时，亲子互动显著地负向预测青少年同年的记忆-推理能力。4）父母积极教养行为的不同方面对青少年抑郁、记忆-推理能力的影响在青少年的不同年级学段均存在显著差异。具体来说，对于上小学五年级的青少年来说，父母采取鼓励的积极教养行为可以降低青少年同年和四年后的抑郁症状，且采取互动（如一起玩耍、讲故事等）的积极教养行为可以促进青少年四年后的记忆-推理能力的提升；但对于上小学六年级的青少年来说，父母采取鼓励的积极教养行为仅能降低青少年同年的抑郁症状；而对于上初中一年级的青少年来说，父母采取鼓励的积极教养行为可以促进青少年即时的记忆-推理能力发展，且父母采取互动的积极教养行为可以促进青少年四年后的记忆-推理能力发展；然而，对于上初中二年级的青少年来说，父母无论采取何种积极教养行为都无法显著改变青少年的抑郁或记忆-推理能力的发展。本研究为未来进行更有效的、有针对性的、细化年级学段的早期父母积极教养行为干预方案奠定了必要的理论和实证研究基础。

Adolescent during adolescence undergoing enormous changes of emotion, reasoning, and memory abilities, which is inseparable from the influence of family environment, especially parenting. Under the guidance of Developmental Cascade Model, Attachment Theory, Vulnerability Model, and so on, using the tracking data of representative areas in China, analyzed by SPSS 22.0 and Mplus 8.4, this study constructed four path analysis models to investigate the relationship between positive parenting and adolescents' depression, reasoning, and memory abilities (Q#1), the mediating mechanism of adolescents' self-esteem (Q#2), the moderating role of adolescents’ controllable attributions (Q#3), and the grade effects of them at the key period of adolescents going through the transition from the fifth grade of primary school to the second grade of junior middle school (Q#4). Results indicated that: 1) Parental encouragement of 13-year-old adolescents was negatively associated with adolescents’ depression of the same age and positively related to their reasoning and memory abilities, and also positively predicted their reasoning and memory abilities 6 years later. 2) Parental encouragement of 13-year-old adolescents was positively associated with adolescents' self-esteem 2 years later, and in turn, negatively predicted adolescents' depression in the same year, as well as positively predicted their reasoning and memory abilities. 3) Only when 13-year-olds were less likely to attribute their future achievement to controllable factors, parental involvement was significantly negatively related to adolescents’ reasoning and memory abilities 6 years later; only when 13-year-olds were less likely to attribute their future achievement to uncontrollable factors,, parental encouragement significantly negatively predicted adolescents’ reasoning and memory abilities two years later, parental involvement positively predicted their reasoning and memory abilities two years after, parental interaction was significantly negatively associated with adolescents’ reasoning and memory abilities of the same age. 4) Different aspects of positive parenting behaviors affected adolescents’ depression, memory and reasoning abilities in different grades differently, in particular, for grade five adolescents, parental encouragement reduced adolescents’ instant depressive symptoms as well as depression four year later, and parental interaction (e.g., play together, tell stories) promoted adolescents’ reasoning and memory abilities four years later; however, for adolescents from grade 6, parental encouragement only reduced adolescents’ instant depression; but for adolescents from grade 7, parental encouragement promoted adolescnets’ instant reasoning and memory abilities, and parental interaction also promoted adolescents reasoning and memory abilities four years later; nevertheless, for adolescents from grade 8, none of positive arenting behaviors could significantly change adolescents depression or reasoning and memory abilities. This study laid the necessary theoretical and empirical foundations for more effective, targeted and grade-refining intervention programs for early parental positive parenting behavior in the future.