伴随着“全面二孩”政策的实施，二孩家庭逐渐增多，头胎儿童面临的情绪问题 也凸显出来，如何帮助头胎儿童更好地调节情绪就显得尤为重要。而已有理论和实证 研究都认为，母亲自身的情绪及情绪调节状况，以及母亲对孩子的情感教养方式有着 重要影响。因此，本研究基于家庭系统理论、父母元情绪理论，通过对母亲的情绪及 情感教养方式进行干预，探讨其对于头胎儿童情绪调节的影响。本研究综合采用访谈、 问卷调查和干预实验相结合的方法，在北京公开招募 16 个家庭(实验组 9 个，对照 组 7 个)，采用实验组—对照组，前—后测对比的研究范式，对二孩家庭的母亲进行 干预，以达到减少二孩家庭中头胎儿童情绪困扰的目的。对研究数据采用 spss 等软 件进行数据分析，结果表明:(1)从总体上看，干预方案有效，量化数据显示，在 母亲积极情绪、情感教养型得分以及头胎儿童的情绪调节得分上，实验组比对照组有 更显著的??升。(2)从横向对比看，前测数据显示实验组和对照组在各维度上没有 显著差异，后测数据显示实验组和对照组在母亲积极情绪、母亲教导型情感教养方式 等维度上存在显著差异，且实验组显著高于对照组。(3)从纵向对比看，实验组在 干预后，母亲积极情绪增加，教导型情感教养方式得分??高，其他情感教养方式得分 降低，头胎儿童的情绪调节能力得分??高;而对照组的发展趋势则相反，后测数据显 示，母亲积极情绪显著降低，在母亲情感教养方式的几个维度均存在显著性差异，教 导型得分显著降低，而不干涉型、紊乱型和摒除型得分显著增高，且头胎儿童的情绪 调节能力显著降低。(4)从质性数据看，母亲的情绪状况好转，积极情绪增加，消 极情绪减少，且更倾向于教导型的情感教养方式，头胎儿童的情绪调节能力有所??高。 由此可见，干预实验对母亲的自我情绪、情绪调节和对待儿童情感教养方式总体有效， 且对头胎儿童的情绪调节也有作用。积极的情绪和情感教养方式有利于??高儿童的情 绪调节能力，反之，母亲消极的情绪和消极的情感教养方式(不干涉型、紊乱型和摒 除型)对儿童的情绪调节能力不利。以上结果也得到质性材料的验证。 最后，根据研究结果进行讨论，并在此基础上为家庭和学校给出具体的建议。

Along with the implementation of the “Two-Child” policy, the number of second-child families has gradually increased, and the emotional problems faced by the first-born children have also become prominent. How to help the first child to regulate emotion is particularly important. Both theoretical and empirical studies have suggested that the mother's own emotional and emotional regulation, as well as the mother's emotional parenting for children have an important impact. Therefore, based on the family system theory and the parental meta-emotion theory, the purpose of thie study is to explore the influence of mother's emotional and emotional parenting styles on the first-child’s emotional regulation. We recruited 16 families in Beijing (9 experimental groups, 7 control groups). This study combines the use of interviews, questionnaires and intervention experiments, using experimental group-control group, pre-post-test comparison study paradigm Intervention of the mother of the second-child family to achieve the goal of reducing the emotional distress of the first-born child in the second-child family. The data were analyzed by spss. The results showed that: (1) Overall, the intervention program was effective, and the quantitative data showed that the mother's positive emotion, emotional parenting score and emotional adjustment score of the first child were tested. The group had a more significant improvement than the subjects in the control group. (2) From the horizontal comparison, the pre-test data showed that there was no significant difference between the experimental group and the control group in each dimension.，but the post-test data showed that the experimental group and the control group had significant differences in the dimensions of mother's positive emotion and mother-teaching emotional parenting style, and the experimental group was significantly higher than the control group. (3) From the longitudinal comparison, after the intervention, the mother's positive emotions increased, the teaching-type emotional parenting style scores increased, other emotional parenting styles scores decreased, and the first-child children's emotional adjustment ability scores increased; while the control group's development trend On the contrary, after the intervention, the mother's positive emotions were significantly reduced, there were significant differences in the dimensions of the mother's emotional parenting style, the teaching type scores were significantly reduced, and the non-interfering, disordered, and absent-type scores were significantly increased, and the head The child's emotional adjustment score was significantly lower. III (4) From the qualitative data, the mother's emotional condition improved, positive emotions increased, negative emotions decreased, and the teaching style of emotional education was more inclined, and the emotional adjustment ability of the first-born children was improved. It can be seen that the intervention experiment is effective for the mother's self-emotion management and the parenting style of the child, and also has an effect on the child's emotional regulation. Positive emotional and emotional parenting styles are conducive to children's emotional regulation. Conversely, mother's negative emotions and negative emotional parenting styles (non-interventional, disordered, and absent-type) are not favorable for children's emotional regulation. The above results were also verified by qualitative materials. Finally, based on the research results, we give specific recommendations for families and schools.