中学生情绪具有不稳定、激烈、情绪问题频发的特点，情绪调节 能力对其而言相当重要。父母在孩子发展情绪调节能力方面发挥着至 关重要的作用，父母冲突涉及到父母双方不恰当的情绪表达和情绪调 节，孩子可能会将父母不恰当的情绪调节内化为自己的情绪调节。因 此本研究从家庭出发，探究父母冲突与中学生情绪调节能力的关系。 使用问卷法，包括感知父母冲突问卷、亲子依恋质量问卷、情绪调节 能力问卷，收集了 232 份河北省初一初二年级学生的数据，使用 SPSS 分层回归分析和 PROCCESS 插件中的模型分析数据。结果表明（1） 感知父母冲突负面预测孩子情绪调节能力，亲子依恋在其中起到中介 作用，即感知父母冲突通过影响亲子依恋质量损害孩子的情绪调节能 力；（2）孩子在冲突情境中更多支持母亲时，感知父母冲突对母子依 恋的负向预测不再显著，母子依恋的中介效应也不再显著。本研究探 讨了家庭因素对中学生情绪调节能力的影响，希望能够为中学生的情 绪调节问题提供参考。

Emotions of middle school students are characterized by instability, intensity and frequent emotional problems. Emotion regulation ability is very important for them. Parents play a crucial role in children's emotion regulation. Interparental conflict involves inappropriate emotional expression and regulation by both parents, and children may internalize parents' inappropriate emotion regulation into their own emotion regulation. Therefore, starting from the family, this study explores the relationship between interparental conflict and middle school students' emotion regulation ability. Using the questionnaire method, including the perceived interparental conflict questionnaire, parent-child attachment quality questionnaire, emotion regulation ability questionnaire, collected 232 data of grade one and grade two students in Hebei Province, SPSS hierarchical regression analysis and the model of PROCCESS plug-in analysis of the data. The results showed that (1) Perceived interparental conflict negatively predicted children's emotion regulation ability, and parent-child attachment played a mediating role, that is, perceived interparental conflict damaged children's emotion regulation ability by affecting parent-child attachment quality; (2) When children supported their mothers more in conflict situations, the negative prediction of perceived interparental conflict on mother-child attachment was no longer significant, and the mediating effect of mother-child attachment was no longer significant. This study discusses the influence of family factors on middle school students' emotion regulation ability, hoping to provide reference for middle school students' emotion regulation problems.Emotions of middle school students are characterized by instability, intensity and frequent emotional problems. Emotion regulation ability is very important for them. Parents play a crucial role in children's emotion regulation. Interparental conflict involves inappropriate emotional expression and regulation by both parents, and children may internalize parents' inappropriate emotion regulation into their own emotion regulation. Therefore, starting from the family, this study explores the relationship between interparental conflict and middle school students' emotion regulation ability. Using the questionnaire method, including the perceived interparental conflict questionnaire, parent-child attachment quality questionnaire, emotion regulation ability questionnaire, collected 232 data of grade one and grade two students in Hebei Province, SPSS hierarchical regression analysis and the model of PROCCESS plug-in analysis of the data. The results showed that (1) Perceived interparental conflict negatively predicted children's emotion regulation ability, and parent-child attachment played a mediating role, that is, perceived interparental conflict damaged children's emotion regulation ability by affecting parent-child attachment quality; (2) When children supported their mothers more in conflict situations, the negative prediction of perceived interparental conflict on mother-child attachment was no longer significant, and the mediating effect of mother-child attachment was no longer significant. This study discusses the influence of family factors on middle school students' emotion regulation ability, hoping to provide reference for middle school students' emotion regulation problems.