研究发现儿童青少年的社会化过程主要有两条路径：父母教养和学校教化，父母教养对儿童的社会化发挥影响主要是在小学及以下的年龄阶段，家庭内的各种因素是促进孩子最初社会化的动力，对儿童早期性格以及行为的养成发挥着关键的作用。随着儿童的成长成熟，他们的社交范围不断扩大，对事物的认知和理解能力不断增强，交往对象和关注点逐渐从家庭和父母转移到同龄伙伴中去。同龄伙伴之间若能形成良好的互动模式将更有利于儿童青少年顺利地完成当下的发展课题。本研究通过以下三个量表：《简式父母教养方式量表》、《同伴关系量表》、《IRI-C-人际反应指针量表》来探究同伴关系及其影响因素，对湖南省500名初中生进行调查分析，目的是了解初中生的同伴关系、父母教养方式、共情能力的现状和特点，以便发现父母教养方式以及共情是如何作用于同伴关系的。研究结果如下所示： 1. 初中生同伴关系中的欢迎性维度在性别差异上不显著，在孤独性、排斥性上差异显著；在父母教养方式里的母亲情感温暖、父亲情感温暖维度分别存在非常显著和显著的性别差异；在共情中除了观点采择没有显著的性别差异，其他维度差异非常显著。 2．在父亲过度保护维度上初中生父母是否离异存在显著差异。 3. 初中生同伴关系中的孤独性和排斥性与父母教养方式中的父亲拒绝、母亲拒绝存在非常显著的正相关关系、与父母情感温暖存在非常显著的负相关关系；排斥性与母亲过度保护存在显著的正相关关系；欢迎性则与父母拒绝都存在非常显著的负相关关系；欢迎性与父母情感温暖存在非常显著的正相关关系。 4. 初中生同伴关系中的欢迎性与共情中的观点采择、共情性关心和共情总分呈现非常显著的正相关，与想象力呈显著的正相关；孤独性与共情中的观点采择和共情性关心呈非常显著的负相关；排斥性与观点采择、共情性关心、共情总分均呈现非常显著的负相关。 5. 初中生的观点采择维度与父母亲情感温暖和父母亲过度保护呈现非常显著的正相关；在个人痛苦维度上，父母亲拒绝和父母亲过度保护与之存在非常显著的正相关；在想象力维度上，父亲拒绝和母亲情感温暖维度与之存在显著正相关，与母亲过度保护存在非常显著的正相关；在共情性关心维度上，父母亲情感温暖与之存在非常显著的的正相关、与母亲拒绝存在非常显著的负相关、与父亲拒绝存在显著的负相关，在共情总得分上，父亲情感温暖、母亲情感温暖、父母亲过度保护与之存在非常显著的正相关。 6.共情能力在初中生积极/消极父母教养方式与同伴关系的欢迎性间起到部分中介作用。

The study finds that there are two main paths in the process of socialization of children and adolescents: parenting and school education. The influence of parenting on children's socialization is mainly in the primary school and below age stage. Various factors in the family are the driving force to promote children's initial socialization and play a key role in the formation of children's early personality and behavior. With the growth and maturity of children, their social sphere is expanding, their cognitive and understanding ability of things is increasing, and the objects and concerns of communication are gradually shifting from family and parents to peer partners. If a good interaction model can be formed among peer partners, it will be more conducive for children and adolescents to successfully complete the current development issues. This study explores peer relationship and its influencing factors through three scales: Simple Parenting Style Scale, Peer Relations Scale and IRI-C-Interpersonal Response Indicator Scale. 500 junior middle school students in Hunan Province were investigated and analyzed in order to understand the status and characteristics of peer relationship, parenting style and empathy ability of junior middle school students so as to discover parenting. Ways and how empathy works in peer relationships. The results are as follows: 1. There is no significant gender difference in the welcoming dimension of peer relationship among junior high school students, but significant difference in loneliness and exclusion. There are significant gender differences in the emotional warmth of mothers and fathers in parenting styles. In empathy, there is no significant gender difference except for viewpoint selection, other dimensions are very significant. 2. There are significant differences in whether parents divorce or not in the dimension of over-protection of fathers. 3. Loneliness and exclusion in peer relationship of junior high school students are positively correlated with father's refusal and mother's refusal in parenting style, negatively correlated with parents'emotional warmth, positively correlated with exclusion and overprotection, negatively correlated with welcoming and parents' refusal, and welcomed and welcomed. There is a very significant positive correlation between parental emotional warmth. 4. The popularity of peer relationship in junior high school students is positively correlated with the total score of viewpoint selection, empathy and empathy in empathy, and positively correlated with imagination; loneliness is negatively correlated with viewpoint selection and empathy in empathy; exclusion is negatively correlated with viewpoint selection, empathy and total score of empathy. 5. The view-taking dimension of junior high school students is positively correlated with parents'emotional warmth and over-protection; there is a very significant positive correlation between parents' refusal and over-protection in personal distress dimension; there is a significant positive correlation between father's refusal and mother's emotional warmth dimension in imagination dimension, and there is a very significant positive correlation between father's refusal and mother's over-protection. In the dimension of empathy, there is a very significant positive correlation between parental emotional warmth and it, a very significant negative correlation with mother's refusal, and a significant negative correlation with father's refusal. In the total score of empathy, there is a very significant positive correlation between father's emotional warmth, mother's emotional warmth and parents'over-protection. 6. Empathy plays a part of mediating role between positive/negative parenting styles and the welcoming of peer relationships among junior high school students.