情绪调节能力关系到个体的行为表现、社会适应等诸多方面，是社会情绪能力的重要组成部分。幼儿期是培养个体情绪调节能力的关键时期，情绪教养理论认为，在这一时期父母能够通过情绪社会化来塑造子女的情绪调节能力。具体来说，父母情绪社会化是指幼儿通过父母学习与情绪相关的内容的方式，它强调幼儿情绪调节能力形成和发展的社会过程。尤其是父母对幼儿消极情绪的社会化，作为目前情绪教养研究中最为关注的议题，更是幼儿情绪学习的重要机遇。当前研究多关注父母消极情绪社会化的表现形式之一，父母应对消极情绪的反应方式，没有完整展现出父母消极情绪社会化的全貌及其对幼儿情绪调节能力的影响，且纵向研究的缺乏使得二者之间的互动过程尚不明晰。对此，本研究使用问卷调查的方法，基于江西省437名小班幼儿及其父母进行为期一年的追踪研究。首先探讨了父母消极情绪社会化的三种表现形式，即父母自身的情绪调节能力、父母关于幼儿消极情绪的信念以及父母对幼儿消极情绪的反应方式之间的因果关联。其次尝试揭示父母对幼儿消极情绪的反应方式和幼儿情绪发展之间的复杂作用关系。在构建父母对幼儿消极情绪的反应方式与幼儿情绪调节能力的交叉滞后模型的基础上，将幼儿努力控制能力作为中介变量进行分析。最后构建父母对幼儿消极情绪的社会化与幼儿情绪调节能力的结构方程模型，对二者之间的影响机制进行系统性分析。

本研究主要结论如下：（1）随着时间发展，幼儿的情绪调节能力和努力控制能力有了显著的提升。父母对幼儿消极情绪的反应方式和信念会受到家庭结构，如是否为独生子女家庭、是否为城镇家庭、父母的性别的影响，家庭社会经济地位是差异性最大的来源；（2）父母应对幼儿消极情绪的反应方式呈现出四因素分类结构，其影响因素为父母关于幼儿消极情绪的信念和父母自身的情绪调节能力；（3）父母对幼儿消极情绪的反应方式和幼儿情绪调节能力之间的交叉滞后结果呈现出四种不同的形式：双向预测作用、父母反应方式的单向正预测作用、幼儿情绪调节能力的单向正预测作用以及无预测作用；（4）在父母情绪社会化与幼儿情绪调节能力发展的模型中，父母的消极情绪信念和反应方式可以对幼儿的情绪调节能力起到直接与间接的预测作用，但间接作用的影响路径在不同的信念和反应方式方面存在些许差异。父母的情绪调节能力只能通过父母的反应方式对幼儿的情绪调节能力产生间接影响。

基于上述研究结果，本研究提出的教育建议为父母应重视情绪社会化的反思与实践，幼儿园应重视家园合作，为父母情绪社会化提供有效的指导。

Emotional regulation is an important component of social-emotional competence, as it is related to behavioral performance and social adjustment. Early childhood is a critical period for developing individual emotion regulation skills, and emotion parenting theory suggests that parents can shape their children's emotion regulation skills through emotion socialization during this period. Specifically, parental emotion socialization refers to the ways in which young children learn emotion-related content through their parents, and it emphasizes the social processes by which young children's emotion regulation skills are formed and developed. In particular, parental socialization of young children's negative emotions, which is currently the topic of greatest interest in emotion parenting research, is an important opportunity for young children to learn about emotions. Current research has focused on one of the manifestations of parental negative emotion socialization, the way parents respond to negative emotions, but has not provided a complete picture of parental negative emotion socialization and its impact on young children's emotion regulation skills. In response, this study used several questionnaires to follow 437 children and their parents in Jiangxi Province over a period of one year. Firstly, three forms of parental negative emotion socialization were explored, namely the causal links between parents' own emotion regulation ability, parents' beliefs about their children's negative emotions and the way parents react to their children's negative emotions. Next, an attempt is made to uncover the complex role of the relationship between the way parents respond to their toddlers' negative emotions and their toddlers' emotional development. A cross-lagged model of parents' reactions to their children's negative emotions and their children's emotion regulation is constructed and analyzed using children's effortful control as a mediating variable. Finally, a structural equation model of parental socialization to young children's negative emotions and young children's emotion regulation was constructed to systematically analyze the mechanisms of influence between the two.

The main findings of this study are as follows: (1) There is a significant increase in young children's emotion regulation and effortful control abilities as they develop over time. Parents' ways of responding to their toddlers' negative emotions and beliefs are influenced by family structure, such as whether they are an only-child family, whether they are an urban family, and the gender of the parents, with family socioeconomic status being the greatest source of variability; (2) parents' ways of responding to their toddlers' negative emotions show a four-factor categorical structure, with the influencing factors being parents' beliefs about their toddlers' negative emotions and parents' own emotion regulation (3) The cross-lagged results between parents' reactions to their children's negative emotions and their children's emotion regulation abilities took four different forms: a two-way predictive effect, a one-way positive predictive effect of parents' reactions, a one-way positive predictive effect of children's emotion regulation abilities, and no predictive effect; (4) In the model of parental emotion socialization and children's emotion regulation ability development, parents' negative emotion (4) In the model of parental emotion socialization and young children's emotion regulation development, parents' negative emotion beliefs and reactions can be direct and indirect predictors of young children's emotion regulation, but the pathways of indirect effects vary slightly across beliefs and reactions. Parental emotion regulation can only be indirectly influenced through parental responsiveness.

Based on the above findings, the educational recommendations of this study are that parents should pay attention to the reflection and practice of emotion socialization, and kindergartens should pay attention to home cooperation to provide effective guidance to parents on emotion socialization.