本研究基于量化研究范式，采用自编的《中小学生自我情绪认知问卷》、邓欣媚和桑标（2011）的《青少年日常情绪调节问卷》以及岳冬梅等（1993）修订的《父母教养方式问卷（中文版）》，在北京、贵州两地共选取5所小学和6所中学，向三年级至九年级的学生发放问卷1705份，回收有效问卷1505份，回收有效率为88.27%，以此来探讨中小学生的自我情绪认知、自我情绪调节及家庭教养方式的特点以及三者之间的关系。数据分析结果表明：1.自编的《中小学生自我情绪认知问卷》具有良好的信度和结构效度，共包含15个项目，分为4个维度，即状态的识别和理解，情绪的描述和表达，原因的认识和推理，外在表现的认识和推理；2.中小学生的自我情绪认知、自我情绪调节、家庭教养方式的部分维度在性别、年龄、年级、学校性质、学校类型等背景变量上存在不同程度的显著差异；3.自我情绪认知总均分及其各个维度与自我情绪调节的认知重评、负性表情抑制、正性认知沉浸以及正性表情宣泄等维度均存在显著的正向相关关系；原因的认识和推理维度与负性表情宣泄存在显著负相关；自我情绪认知总均分与家庭教养方式中的情感温暖和理解、偏爱被试存在显著正相关，与惩罚和严厉、拒绝和否认存在显著的负相关。4.自我情绪调节的认知重评维度与情感温暖和理解、过分干涉、过分保护的教养方式存在显著正相关，与惩罚和严厉、拒绝和否认存在显著负相关；负性认知沉浸与情感温暖和理解存在显著负相关，与其他家庭教养方式存在显著正相关；负性表情抑制、正性认知沉浸与情感温暖和理解、过分干涉、过分保护、偏爱被试存在显著正相关；负性表情宣泄、正性表情抑制与惩罚和严厉、过分干涉、过分保护、拒绝和否认、偏爱被试存在显著正相关；正性表情宣泄与情感温暖和理解、过分干涉、过分保护、偏爱被试存在显著正相关。5.状态的识别和理解维度对认知重评、表情抑制等维度存在显著的正向预测作用，并对正性表情宣泄存在显著的负向预测作用；情绪的描述和表达维度对认知重评、表情宣泄、负性表情抑制、正性认知沉浸等维度存在显著的正向预测作用；原因的认识和推理对认知重评、正性表情宣泄等维度存在显著的正向预测作用，并对负性表情宣泄存在显著的负向预测作用；外在表现的认识和推理对认知重评、正性认知沉浸、正性表情宣泄等维度存在显著的正向预测作用。6.父亲情感温暖和理解、母亲情感温暖和理解对自我情绪认知各维度均存在显著的正向预测作用；母亲拒绝和否认对外在表现的认识和推理存在显著的正向预测作用。7.父亲情感温暖和理解对认知重评、负性表情抑制、正性认知沉浸、正性表情宣泄存在显著的正向预测作用；父亲惩罚和严厉对负性认知沉浸、负性表情宣泄存在显著的正向预测作用；父亲过分干涉对负性表情抑制存在显著的正向预测作用；父亲拒绝和否认对正性表情抑制存在显著的正向预测作用。8.母亲情感温暖和理解对认知重评、负性表情抑制、正性认知沉浸、正性表情宣泄存在显著的正向预测作用；母亲过干涉和过保护对认知沉浸、表情抑制、负性表情宣泄存在显著的正向预测作用；母亲拒绝和否认对负性认知沉浸、正性表情抑制存在显著的正向预测作用；母亲惩罚和严厉对表情宣泄存在显著的正向预测作用。

Based on the quantitative research approach, questionnaires (including the self-designed Self-Emotional Cognition Scale, the Adolescent Daily Emotion Regulation Questionnaire, and the Chinese version of EMBU) were administered on 1705 students from five elementary schools and 6 middle schools in Beijing and Guizhou Province. 1505 effective questionnaires were acquired, contributing to an effective return ratio of 88.27%. Analyses were conducted to explore the characteristics of and relationships among self-emotional cognition (SEC), self-emotional regulation (SER) and parent style (PS). Results of data analysis showed that, 1. The self-designed SEC (self-emotional cognition) scale turned out to have good internal consistency and constructs validity. It included 15 items and was divided into 4 dimensions, i.e. emotional understanding, emotional expressing, emotional reasoning, and emotional behaving. 2. Under different demographic variables such as sex, age, grade, etc., significant differences to different degrees were found in SEC, SER and PS.3. SEC and its four dimensions were significantly positively related with some dimensions of SER. The dimension of emotional reasoning was significantly negatively related with the dimension of negative emotional releasing in SER. SEC was positively related with the dimensions of warmth & considerateness and favoritism in PS, while negatively related with the dimensions of punishment & strictness and refusal & denying in PS.4. The dimension of cognitive reappraisal in SER was positively related with the dimensions of over-interference and over-protection in PS, while negatively related with the dimensions of punishment & strictness and refusal & denying in PS. The dimension of negative cognitive immersion in SER was negatively related with the dimension of warmth & considerateness while positively related with other dimensions in PS. The dimensions of negative emotional suppression, positive cognitive immersion were positively related with the dimensions of warmth & considerateness, over-interference, over-protection and favoritism. The dimensions of negative emotional releasing and positive emotional suppression were positively related with the dimensions of punishment & strictness, over-interference, over-protection, refusal & denying and favoritism. The dimension of positive emotional releasing was positively related with the dimensions of warmth & considerateness, over-interference, over-protection and favoritism. 5. The dimension of emotional understanding in SEC was a positive predictor of the dimensions of cognitive reappraisal and emotional suppression, as well as a negative predictor of the dimension of positive emotional releasing in SER. The dimension of emotional expressing in SEC was a positive predictor of the dimensions of cognitive reappraisal, emotional releasing, positive cognitive immersion and negative emotional suppression in SER. The dimension of emotional reasoning in SEC positively predicted the dimensions of cognitive reappraisal and positive emotional releasing while negatively predicted the dimension of negative emotional releasing in SER. The dimension of emotional behaving in SEC positively predicted the dimensions of cognitive reappraisal, positive cognitive immersion and positive emotional releasing in SER.6. The dimension of warmth & considerateness in PS was a strong positive predictor of all dimensions of SEC. The dimension of refusal & denying in mother’s parenting style positively predicted the dimension of emotional behaving in SEC.7. In father’s parenting style, the dimension of warmth & considerateness was a strong positive predictor of the dimensions of cognitive reappraisal, positive cognitive immersion, negative emotional suppression and positive emotional releasing in SER. The dimension of punishment & strictness was a strong positive predictor of the dimensions of negative cognitive immersion and negative emotional releasing in SER. The dimension of refusal & denying was a strong positive predictor of the dimension of positive emotional suppression in SER.8. In mother’s parenting style, the dimension of warmth & considerateness was a strong positive predictor of the dimensions of cognitive reappraisal, positive cognitive immersion, negative emotional suppression and positive emotional releasing in SER. The dimension of over- interference & protection was a strong positive predictor of the dimensions of cognitive immersion, emotional suppression and negative emotional releasing in SER. The dimension of refusal & denying positively predicted the dimensions of negative cognitive immersion and positive emotional suppression in SER. The dimension of punishment & strictness was a positive predictor of the dimensions of emotional releasing in SER.