Guided by the broaden-and-build model, the role that both parent and child positivity play in supporting children's self-regulation was examined. Specifically, parental positive emotional expression and emotion coaching were predicted to moderate the association of children's positive emotions to their self-regulation. Parents rated preschool-aged children's (n = 156) high-intensity and low-intensity pleasure. Parents’ positive emotional expression and emotion coaching were coded in an emotion talk task where parents discussed an upsetting event with children. Children's regulation was measured through observed distraction in a frustration task and parental rating of effortful control. Children's high-intensity pleasure was negatively associated with effortful control, whereas low-intensity pleasure was positively related to effortful control. Parents’ positive emotional expression when discussing an upsetting event was positively associated with children's distraction and effortful control and moderated the relation of child low-intensity pleasure to distraction. Parents’ positive emotion coaching was negatively related to children's effortful control and moderated the relation of children's low-intensity pleasure to distraction. Findings support the idea that parents’ socialization of positive emotion is related to children's own low-intensity positive emotion and their self-regulation during early childhood, which is a foundational period for the development of children's self-regulation.

在扩大和构建模型的指导下，研究了父母和孩子的积极性在支持儿童自我调节方面所起的作用。具体而言，预计父母的积极情绪表达和情绪指导会调节儿童积极情绪与自我调节的关联。家长对学龄前儿童（n = 156) 高强度和低强度的快感。父母的积极情绪表达和情绪指导被编码在情绪谈话任务中，父母与孩子讨论令人不安的事件。通过观察到挫折任务中的分心和父母对努力控制的评级来衡量儿童的调节。儿童的高强度快感与努力控制呈负相关，而低强度快感与努力控制呈正相关。父母在讨论令人不快的事件时的积极情绪表达与孩子的分心和努力控制呈正相关，并调节了孩子低强度快乐与分心的关系。父母的积极情绪辅导与孩子的情绪负相关 的努力控制和缓和儿童的低强度快感与分心的关系。研究结果支持父母对积极情绪的社会化与儿童自身的低强度积极情绪及其在幼儿时期的自我调节有关的观点，这是儿童自我调节发展的基础时期。