Fears of negative and positive social evaluation are considered potential transdiagnostic mechanisms underpinning multiple internalizing disorders and impairments in adolescence. Although emotion socialization processes have been associated with adolescents’ internalizing symptoms, the socialization of distinct fears of social evaluation has not been studied. Thus, the goal of the current study was to test whether mother’s emotion expression, direct messages, responses to emotions, and parenting behaviors interact with adolescents’ gender and temperamental shyness in relation to fears of negative and positive evaluation. A community sample of 107 adolescents ages 11 to 14 (M = 12.39; Girls = 45.8%) and their mothers completed survey measures of emotion socialization, temperament, and fears of social evaluation, in addition to participating in a speech preparation task used to code observed behaviors. For shy adolescents, adolescent-reported maternal cautious messages about social evaluation were associated with greater fears of positive evaluation, while encouraging messages were linked to less fears of positive evaluation. Further, maternal self-reported warmth was associated with fewer fears of negative and positive for shy adolescents, while supportive responses to emotions were linked to higher fears of positive evaluation for boys. Among girls, maternal ratings of encouraging messages were associated with higher fears of social evaluation, while cautious messages were linked to lower fears of negative evaluation. These findings are the first to consider several features of emotion socialization in relation to two distinct valences of adolescents’ socio-evaluative fear, and highlight the importance of assessing emotion socialization behaviors via multiple informants and methods.

对负面和正面社会评价的恐惧被认为是支撑青春期多种内化障碍和损伤的潜在跨诊断机制。尽管情绪社会化过程与青少年的内化症状有关，但尚未研究对社会评价的不同恐惧的社会化。因此，本研究的目的是测试母亲的情绪表达、直接信息、对情绪的反应和养育行为是否与青少年的性别和气质害羞相互作用，以及对负面和正面评价的恐惧。107 名 11 至 14 岁青少年的社区样本（M = 12.39; 女孩 = 45.8%）和她们的母亲完成了关于情绪社会化、气质和对社会评价的恐惧的调查测量，此外还参与了用于对观察到的行为进行编码的演讲准备任务。对于害羞的青少年，青少年报告的母亲对社会评价的谨慎信息与对积极评价的更大恐惧有关，而鼓励信息与对积极评价的恐惧较少有关。此外，母亲自我报告的温暖与害羞的青少年对消极和积极的恐惧较少有关，而对情绪的支持性反应与对男孩积极评价的较高恐惧有关。在女孩中，母亲对鼓励信息的评价与对社会评价的较高恐惧有关，而谨慎信息与对负面评价的较低恐惧有关。