近年来，面对日益突出的学业压力，学生的情绪问题频发。初中生作为青少年群体的一部分，正经历着心智发展的关键阶段，大量研究表明，良好的情绪管理能力能有效提升学生的学业成绩和社交行为。而学生情绪管理能力的发展，一方面依赖于学校教育，另一方面则依赖于家长的教育投入和学业参与。因此，如何提高家庭和学校的协同共育水平，让各方教育力量对学生的影响作用叠加，成为了当下教育工作者和学生家长共同关心的话题。

本研究以交叠影响域理论和情绪智力理论为基础，采用问卷调查的方法，以河北省X学校的初中生为研究对象，首先，通过描述统计对其家校合作水平和情绪管理能力进行样本特征现状的描述分析；再运用独立样本T检验和单因素方差分析的统计方法探讨不同家校合作形式和情绪管理能力的各个维度在学生基本信息上的差异性；其次，采用多元线性回归模型的方法来解释家校合作对情绪管理能力的作用和影响；最后，运用Bootstrap中介效应检验法来研究同伴关系在家校合作对情绪管理能力影响过程中的直接效应和间接效应。

研究结果显示，被试学生在家校合作的总体情况上变现较好，但在学校投入维度上的得分偏低。并在同胞数量、是否寄宿、年级、家庭经济情况、父亲职业、父母的最高学历、学习成绩和父母的教育期望中存在群体间的显著差异。另外，被试学生在情绪管理能力的各个维度上均表现较好，并在是否是学生干部、是否寄宿、年级、家庭经济情况、父母的最高学历、父亲职业、学习成绩和父母的教育期望中存在群体间的显著差异。

其次，本文通过回归分析结果发现，家校合作与初中生的情绪管理能力之间存在显著的正相关，其中学业社会化能显著正向预测情绪交往与智慧能力、家长投入能显著正向预测情绪调控与表达、情绪交往与智慧能力，而学校投入除了能正向预测以上两个维度的情绪管理能力之外，还能正向预测情绪理解与觉察能力。最后，在家校合作对情绪管理能力的影响过程中发现，同伴关系在其中发挥了部分中介效应的作用。

基于研究结论，本文认为，为了有效提高学生的情绪管理能力，父母应及时转变教育理念，积极与孩子沟通其在校的学习进展，并加强与校方的联系和交流，用实际行动参与到孩子的学习和生活中；学校要在开展丰富多样的心理课程之余，发挥教育组织功能，主导家校合作。

In recent years, facing increasingly significant academic pressure, students are experiencing emotional problems more frequently. As adolescents, junior high school students are at a crucial stage of mental development. Numerous studies have demonstrated that effective emotional management skills can enhance students' academic performance and social behavior. The development of students' emotional management skills relies on both school education and parental involvement. Therefore, improving the level of collaboration in education between families and schools, enabling the combined impact of various educational influences on students, has become a shared concern among educators and parents of students.

This study is grounded in the theories of overlapping spheres of influence and emotional intelligence. It employs a questionnaire survey methodology and targets junior high school students from X School in Hebei Province as the research sample. Initially, descriptive statistics are used to analyze the current state of their family-school cooperation and emotional management abilities. Subsequently, independent sample T-tests and one-way ANOVA are employed to investigate the variations in different aspects of family-school cooperation and emotional management abilities according to students' demographic information. Next, a multiple linear regression model is applied to elucidate the role and impact of family-school cooperation on emotional management abilities. Lastly, the Bootstrap method is utilized to examine the direct and indirect effects of peer relationships on the influence that family-school cooperation has on emotional management abilities.

Research findings reveal that students generally exhibit good performance in home-school cooperation; however, they score relatively low in the aspect of school engagement. Significant differences are evident among subgroups based on factors such as being an only child, living as a boarder, grade level, family economic status, father's occupation, parents' highest education level, academic performance, and parents' educational expectations. Furthermore, the students in the study demonstrate strong performance across various dimensions of emotional management abilities, with significant differences observed among subgroups defined by roles such as student cadre, boarding status, grade level, family economic status, parents' highest education level, father's occupation, academic performance, and parents' educational expectations.

Moreover, regression analysis reveals a significant positive correlation between home-school cooperation and the emotional management abilities of junior high school students. Academic socialization significantly and positively predicts emotional communication and intelligence, while parental involvement significantly and positively predicts emotional regulation and expression, as well as emotional communication and intelligence. School engagement not only positively predicts the emotional management abilities of the above two dimensions but also positively predicts emotional understanding and perception ability. Lastly, it is discovered that peer relationships partially mediate the impact of home-school cooperation on emotional management abilities.

Drawing from the research findings, this paper suggests that parents should adopt a new approach to education, actively discuss their children's academic progress, and enhance communication with the school. They should also actively participate in their children's learning and life through tangible actions. Schools, on the other hand, should lead home-school cooperation efforts and offer a diverse range of enriching psychological courses, assuming a leading role in educational organization.