情绪调节能力指的是个体根据情境要求，按照特定的情绪目标，选择适宜且有效的调节策略改善、保持、降低自己或他人情绪的能力。这一能力对青少年的社会适应有重要意义。本研究试图构建青少年情绪调节能力的结构，开发适用于中国青少年的情绪调节情境测验，并以此为工具，进一步探讨青少年情绪调节能力的发展特点，检验情绪调节能力与共情、友谊质量之间的关系。 本研究共包括2项相互关联的子研究，研究1为青少年情绪调节情境测验的编制，分为预测验和正式测验的编制，采用情境测验的编制范式，在预测验环节，从小学五、六年级、初一、初二、高一、高二年级青少年群体中收集测验项目与反应选项，并根据情绪调节领域的专家评定结果确认了计分标准；在正式测验编制中，对全国5城市小学五、六年级、初一、初二、高一、高二年级共计1536名青少年被试进行施测。其中，484名被试的数据用于筛选题项及探索性因素分析，1052名学生的数据用于验证性因素分析及信效度检验。研究2采用正式编制的情绪调节情境测验、基本共情量表、友谊质量问卷，对全国5城市小学五、六年级、初一、初二、高一、高二年级共计2488名中小学生进行施测，探讨了青少年情绪调节能力的发展特点，以及情绪调节能力与共情、友谊质量之间的关系。 本研究主要结论如下： 1.青少年情绪调节情境测验为单维度测验，共14题，题目内容包括调节自己情绪与调节他人情绪，其中调节自己情绪包括改善自己的消极情绪、保持自己的好心情、工具性制造特定情绪；调节他人情绪包括将他人情绪变好、调动他人消极情绪以改善其行为。该测验具有良好的信效度，且情境适用于中国青少年群体。 2.青少年情绪调节能力有显著的年级差异，其中初一学生的情绪调节能力最高，显著高于小五、小六及高二年级学生。从小五到初一，被试的情绪调节能力呈上升趋势，而从初一到高二，情绪调节能力则呈下降趋势。青少年情绪调节能力有显著的性别差异，女生的情绪调节能力显著高于男生。 3.青少年的情绪调节能力、共情、友谊质量两两之间呈显著正相关，相关系数在0.2以上，其中共情与友谊质量的相关在0.4以上。 4.共情在青少年情绪调节能力与友谊质量之间起完全中介作用，即情绪调节能力对友谊质量的促进效果，完全通过其共情能力的中介作用而间接得以实现。具体来说，情绪调节能力越强的个体，其共情能力也越强，相应的友谊质量也越好。

Emotion regulation competencies refers to the individual's ability to improve, maintain, and reduce their own or others' emotions by using appropriate and effective emotion regulation strategies according to the situation requirements and according to specific emotional goals. This ability is important to the social adaptation of young people. This study attempts to construct the structure of adolescents' emotion-regulating abilities and develop a situational test of emotion regulation suitable for Chinese adolescents and uses this as a tool to further explore the developmental characteristics of adolescents' emotion-regulating abilities, and to examine the relationship between emotion-regulatory abilities and empathy and friendship quality. The study included a total of 2 interrelated studies. Study 1 was divided into predictive tests and formal tests, and a contextual test preparation paradigm was used. In the predictive test procedure, the 5th to the 11th grade students were interviewed to collect the test items and response options, and experts in the field of emotional regulation were invited to confirms the score criteria; in the formal test link, a total of 1536 adolescents in the 5th to the 11th grade students were tested. Among them, 484 participants’ data were used to select test items and explore its factor structure. 1052 participants’ data were used to confirm the factor structure and evaluate the reliability and validity indicators. Study 2 used the compiled Emotion Regulation Situation Test, Basic Empathy Scale and Friendship Quality Questionnaire to conduct a survey of 2,488 adolescents in the 5th to the 11th grade, to explore the developmental characteristics of the adolescents' emotion regulation competencies and the relationship among emotion regulation ability, empathy and friendship quality. The study drawn the following conclusions: 1. The Chinese adolescents’ situational test is a single-dimension test with a total of 14 items. The content includes regulating one's emotions and regulating other's emotions. Among them, regulating one's emotions includes improving one's negative emotions, maintaining one's own good mood, and instrumentally creating specific emotions. Regulating the emotions of others includes improving others' emotions and mobilizing others' negative emotions to improve their behavior. The test has a good reliability and validity, and the situation is applicable to Chinese youth groups. 2. The ability of adolescents' emotion regulation has significant grade differences. Among them, the regulation ability of the 7th grade’s students is the highest, which is significantly higher than that of the 5th, 6th and 11th grade students. From the 5th to the 7th, the regulation ability of the subjects showed an upward trend. From the 7th to the 11th, the regulation ability showed a downward trend. There is a significant gender difference in adolescents' emotion regulation ability, and girls' emotional adjustment ability is significantly higher than that of boys. 3. There is a significant positive correlation between adolescents' emotion regulation ability, empathy and friendship quality. The correlation coefficient is above 0.2, and the correlation between empathy and friendship quality is above 0.4. 4. Empathy plays a completely mediating role between adolescents' emotion regulation ability and friendship quality. That is, the effect of emotional regulation ability on the quality of friendship is achieved totally through the mediating role of its empathic ability. Specifically, individuals with stronger emotion regulation ability have stronger empathy ability and better corresponding friendship quality.