The development of children’s emotion regulation (ER) is the result of a complex interplay of factors, among which parental influences play a significant role. Building on Morris et al.’s (2007; 2017) model, the present study aimed to investigate the contributions of parenting ER, emotion socialization, and parenting practices to children’s ER. The sample of the present study included 330 preschoolers. Two-stage structural equation modeling was employed to test two hypothesized models. Findings suggested that: (a) parenting reappraisal was directly associated with preschoolers’ adaptive ER, whereas the path between parenting suppression and children’s maladaptive ER was not significant; and (b) indirect effects were found from parenting reappraisal via emotion coaching and positive parenting to adaptive ER, whereas emotion coaching/ dismissing strategies exerted effects on adaptive/ maladaptive ER through positive/ negative parenting. These outcomes suggest that parenting ER contributes to children’s ER both directly and indirectly. Moreover, parenting practices may represent a mechanism that explains how emotion socialization affects learning about ER. The findings from the present study highlight that interventions aiming to enhance preschoolers’ ER and reduce risk of emotional/behavioral problems should target multiple aspects of parenting behaviors.

中文翻译：

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从教养情绪调节、情绪社会化和教养实践到学龄前儿童情绪调节的途径

儿童情绪调节 （ER） 的发展是多种因素复杂相互作用的结果，其中父母的影响起着重要作用。基于 Morris 等人 （2007;2017） 的模型，本研究旨在调查育儿 ER、情感社会化和育儿实践对儿童 ER 的贡献。本研究的样本包括 330 名学龄前儿童。采用两阶段结构方程建模来检验两个假设模型。研究结果表明： （a） 育儿重新评估与学龄前儿童的适应性 ER 直接相关，而育儿抑制与儿童适应不良 ER 之间的路径不显著;（b） 通过情绪指导和积极养育对适应性 ER 的育儿重新评估发现了间接影响，而情绪指导/解雇策略通过积极/消极养育对适应性/适应不良 ER 产生影响。这些结果表明，育儿 ER 直接或间接地促进了儿童的 ER。此外，育儿实践可能代表了一种解释情绪社会化如何影响 ER 学习的机制。本研究的结果强调，旨在提高学龄前儿童的 ER 和降低情绪/行为问题风险的干预措施应针对育儿行为的多个方面。