Parental Emotion Socialization Research Articles

Tuning in to Toddlers: Research Protocol and Recruitment for Evaluation of an Emotion Socialization Program for Parents of Toddlers.

Background: Parenting a toddler is a challenging experience for many parents with times of emotional dysregulation in both parent and child. Parenting interventions may be useful for parents to improve their ability to regulate emotions and respond to children’s emotions in a way that assists the child to understand and regulate emotions (emotion competence). Tuning in to Toddlers (TOTS) is a new parenting program that aims to improve parents’ emotion regulation, emotional responsiveness, and emotion coaching (aspects of emotion socialization) to promote optimal emotional development in toddlers, and prevent social and behavioral difficulties. This paper outlines the rationale, methodology, intervention, and recruitment used in a trial to establish program efficacy.Methods/Design: Parents of toddlers aged 18–36 months old were recruited through child care centers (CC) and maternal child health (MCH) centers in Melbourne, Australia and were allocated to either intervention or a 15-month wait-list control condition in a cluster-randomized controlled design. Inclusion criteria were a child in the age range at baseline attending one of the CC or MCH centers. Exclusion criteria were if the parent/carer had insufficient English to attend the intervention and complete measures. Parents in the intervention condition participated in the 6-session group TOTS program delivered by two facilitators using a structured manual and measures of program fidelity and acceptability. Participants in the wait-list control condition received the intervention after a 15-month waiting period. Participants completed measures at baseline, post-intervention (intervention participants only) and 15-month follow-up. Primary outcome measures included parent emotion socialization (parent-report and observed). Secondary outcomes included parent-reported parent functioning (emotion regulation and mental health), toddler social, emotional and behavioral functioning, and parent and toddler systemic cortisol stress (using hair samples). The study was designed to comply with the CONSORT statement and intervention reporting outlined using TIDieR.Results: Three hundred and six parents were recruited and completed baseline parent questionnaires, with a further 234 completing parent–child observation assessments, 235 parent cortisol, and 198 child cortisol.Discussion: This paper is a methodological description of the TOTS randomized controlled trial evaluation protocol. It outlines some of the challenges in recruiting parents of toddlers to parenting programs.Clinical Trial Registration: www.ClinicalTrials.gov, identifier ACTRN12615000 962538.

Do Less Mindful Mothers Show Better Parenting via Improvements in Trait Mindfulness Following a Military Parent Training Program?

Parental deployment to war poses risks to children's healthy adjustment. The After Deployment Adaptive Parenting Tools (ADAPT) program was developed for post-deployed military families to promote children's well-being through improving effective parenting. ADAPT combines behavior management with emotion socialization skills for parents, using brief mindfulness practices to strengthen emotion regulation. We used a three-wave longitudinal, experimental design to examine whether ADAPT improved parental trait mindfulness (PTM), and whether the effect was moderated by baseline PTM. We also investigated whether improved PTM was associated with behavioral, cognitive, and emotional aspects of parenting such as self-reported parental locus of control (PLOC), self-reported parental emotion socialization (PES), self-reported and observed behavioral parenting skills. We analyzed data from a randomized controlled trial (RCT) of the ADAPT, with a focus on mothers (n = 313) who were either deployed (17.9%) or non-deployed and partnered with a husband who had been recently deployed to Iraq and/or Afghanistan and returned (82.1%). Families identified a 4–13-year-old target child (Mean age = 8.34, SD = 2.48; 54.3% girls) and were randomized into ADAPT (a group-based 14-week program) or a control condition (services as usual). At baseline, 1-year, and 2-year follow-up, PTM, PLOC, PES, and parenting skills were self-reported, whereas home-based family interactions involving parents and the child were video-taped and assessed for observed behavioral parenting skills such as discipline and problem-solving using a theory-based coding system. Results showed that mothers with lower baseline PTM reported higher PTM at 1-year while mothers with higher baseline PTM reported lower PTM at 1-year. PTM at 1-year was associated with improved self-reported parenting skills and supportive PES at 2-year, as well as indirectly associated with improved PLOC and reduced nonsupportive PES at 2-year through PTM at 2-year. No associations between PTM and observed parenting skills were detected. We discuss the implications of these findings for incorporating mindfulness practices into behavioral parenting interventions and for personalized prevention considering parents' pre-existing levels of trait mindfulness as a predictor of intervention responsivity.

Savoring or dampening? Maternal reactions to children’s positive emotions in cultural contexts

This study examined in cultural contexts maternal reactions to children’s positive emotions and the relations to children’s socio-emotional outcomes. European American (EA) and Chinese immigrant (CI) mothers reported their reactions to children’s (N = 117, M = 7.14 years) positive emotions. Children were interviewed for emotion knowledge and mothers rated children’s psychological adjustment. CI mothers reported to use emotion dampening reactions more than did EA mothers. Whereas maternal savoring reactions were associated with better adaptive adjustment across cultures, maternal dampening reactions were negatively associated with children’s emotion knowledge at marginal significance for EA but not for CI children. The findings shed critical light on the functional meaning of parental emotion socialization practices for shaping developmental outcomes in specific cultural contexts.

A Pilot Study of the Tuning in to Kids Parenting Program in Iran for Reducing Preschool Children\u2019s Anxiety

ObjectivesTuning in to Kids (TIK) is a group parenting program that targets parent emotion socialization (emotional awareness and regulation, meta-emotion and emotion coaching skills) to improve children’s functioning. The aim of this pilot study was to investigate the effectiveness of this program when used with parents of anxious preschool children.MethodsThe study used a randomized controlled design. Fifty-six mothers of children who scored one standard deviation above the mean on the parent report of the Preschool Anxiety Scale (PAS) were selected from 358 families who expressed interest in participating in a parenting program. Selected participants were randomly assigned to intervention (n = 30) or control (n = 26) conditions. Participants in the intervention condition attended the 6 session TIK program followed by two booster sessions at monthly intervals thereafter. Post-intervention and 6- months later the PAS was re-administered to participants in both conditions.ResultsMixed Repeated Measure ANOVA analysis showed a significant difference between participants in the two conditions on parent-reported anxiety at post-test and 6-month follow-up. Clinical significance analyses showed 69% of the intervention group in comparison to 18% of the control group had parent-reported change into the normal range for anxiety scores. These changes remained stable at 6-month follow-up (60% compared to 23%).ConclusionThe study suggests that the TIK program shows preliminary effectiveness when used in Iran with preschool children with anxiety.

Emotion Socialization and Young Adult Internalizing Symptoms: the Roles of Mindfulness and Emotion Regulation

Caregivers play a crucial role in the socialization of youth emotional understanding and regulation, which are implicated in socio-emotional outcomes. Although a rich literature details the sequelae of parent emotion socialization (ES) strategies, there is less understanding of variables that may explain associations between ES strategies and youth psychopathology. The current study aimed to test potential explanatory variables–mindfulness and emotion regulation strategies. SEM was utilized to test direct and indirect effects of young adult recalled parent ES, mindfulness, and emotion suppression and cognitive reappraisal on internalizing symptoms in a sample (N = 256) of 18 to 33 year olds (Mage = 19.85, SDage = 2.31). Higher levels of supportive ES were positively related to young adult mindfulness (β = 0.334, SE = 0.102, p < .05, for mothers; β = 0.366, SE = 0.097, p < .01, for fathers). In turn, mindfulness was related to higher levels of cognitive reappraisal (β = 0.250, SE = 0.114, p < .01), lower levels of emotion suppression (β = − 0.433, SE = 0.138, p < .001), and lower levels of internalizing symptoms (β = − 0.793, SE = 0.897, p < .001). Several indirect effects were also significant. Results provided support for the indirect influence of parents’ supportive ES on offspring internalizing symptoms through young adult mindfulness and cognitive reappraisal. Parenting interventions designed to create healthy family contexts may wish to incorporate a focus on supportive ES responses, given associations with offspring mindfulness, adaptive emotion regulation strategies, and lower internalizing symptoms.

Parental Socialization of Emotion: Differences in Mothers of Children with and without Intellectual Disability

Children with intellectual disabilities (ID) present developmental deficits in socio-emotional competencies compared to same-aged children with typical development (TD). Parents play a crucial role in fostering the socio-emotional development of their children, yet, few studies have investigated the socialization of emotion by parents of children with ID. In the current study, 34 mothers of children with ID and those with children with TD (40) completed questionnaires and were compared on their socialization of emotion, and on their perceptions of their child’s socio-emotional competencies. No differences were found in the socialization of emotion between mothers of children with ID and those of children with TD; however mothers of children with ID were more likely to perceive their children as having fewer socio-emotional competences. Given these findings, programs designed to improve socio-emotional competences could benefit children with ID.

Improving Child Emotion Regulation: Effects of Parent–Child Interaction-therapy and Emotion Socialization Strategies

Emotion regulation is a mechanism that, when targeted in treatment, can ameliorate heterogeneous psychopathology across ontogeny. Parent-Child Interaction Therapy (PCIT) is one evidence-based intervention hypothesized to improve child emotion regulation. Building on this hypothesis, the present study examined three objectives. First, it examined whether child behavior improvement or parent positive parenting skill use during PCIT predicted improvements in post-treatment child emotion regulation. Second, it measured whether these associations persisted after controlling for baseline child emotion regulation, as well as positive and negative parent emotion socialization strategies. Third, it evaluated whether positive parenting skill use and child behavior improvement mediated associations between pre- and post-treatment child emotion regulation. PCIT participants were 86 2–8 year-olds and their caregivers. Child behavior improvement during PCIT (β = −0.65, p < 0.01) and positive pre-treatment parent emotion socialization strategies (β = −0.33, p = 0.05) were associated with improvements in post-treatment child emotion regulation. Additionally, improvements in child behavior during PCIT (β = −0.29, p < 0.01) but not mid-treatment positive parenting skill use (β = 0.00, p = 0.98) mediated the association between pre- and post-treatment emotion regulation. For children with clinically-elevated emotion regulation scores pre-treatment, over 80% of such scores fell to the normative range post-treatment. These preliminary results indicate PCIT may be effective in improving children’s emotion regulation, such effectiveness may persist even when treatment coincides with parent negative emotion socialization strategy use, and such effectiveness appears attributable to child behavior improvements over treatment. Additionally, parent positive emotion socialization strategies appear to be promising targets for future interventions.

Improving parental emotion socialization in military families: Results of a randomized controlled trial.

Prior research indicates that children of deployed parents are at risk for emotional problems, suggesting the utility of preventive efforts for military families. Effective parental socialization of children's emotions is protective for children's development, and parental experiential avoidance may impede parental emotion socialization, yet intervention studies in this area are lacking. This study examined the impact of a parenting program, After Deployment Adaptive Parenting Tools (ADAPT), on parental emotion socialization postintervention (6 months postbaseline) and whether intervention effects were moderated by parental experiential avoidance. The sample included 336 families (294 fathers and 313 mothers) with at least 1 deployed parent and a focal child aged 4-12. Families were randomized into either ADAPT (a 14-week group-based intervention) or control group. Self-reported data on parental emotion socialization and experiential avoidance were analyzed using structural equation modeling. Results showed that mothers who were assigned to the intervention had significant improved supportive emotion socialization and reduced nonsupportive emotion socialization at postintervention compared with controls. Mothers with higher levels of experiential avoidance assigned to the intervention group had higher levels of supportive emotion socialization at postintervention. No significant intervention effects were found in fathers. This study provides support for the effects of the ADAPT program on maternal emotion socialization at 6-month postbaseline, and the role of experiential avoidance as a moderator. We discuss findings in relation to the different parental roles that mothers and fathers play in postdeployed families, as well as implications for personalized intervention programming. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Linguistic indirectness in parent–preschooler reminiscing about emotion‐related events: Links with emotion regulation and psychosocial adjustment

AbstractThe concept of linguistic indirectness is well established within the field of pragmatics, in which it has been observed that speakers express ideas directly and indirectly. We integrated the analysis of linguistic directness and indirectness with the examination of two established measures of parental emotion socialization through reminiscing: elaboration and emotion explanations. We examined the unique associations of parents’ direct and indirect elaboration and emotion explanations with preschoolers’ emotion regulation and psychosocial adjustment. Participants were 55 parent–preschooler dyads (31 girls, 24 boys). The dyads reminisced about positive and negative events. Conversations were coded for parental elaboration, parental use of emotion explanations, and parental linguistic directness and indirectness. Children's emotion regulation was observed during standard tasks, and teachers reported on children's psychosocial adjustment. Multivariate regressions including direct elaboration and direct emotion explanations indicated that parents who engaged in more indirect elaboration when discussing positive events had children with worse emotion regulation. Parents who used indirect emotion explanations when discussing positive events had children with better psychosocial adjustment. Parents’ indirect speech during negative event discussions was not related to child outcomes. The results suggest differential functions for indirect elaboration and indirect emotion explanations in relation to children's social outcomes, and support the utility of examining linguistic indirectness.

Maternal Emotion Socialization Mediates the Relationship between Maternal and Adolescent Negative Emotionality.

Parents and children with high negative emotionality may be more likely to provide and receive non-supportive contingencies, respectively. However, no study has examined child and parent negative emotionality in the same study and explored whether the link between child and parent negative emotionality may exist in part because of parental emotion socialization. The present study was designed to explore the link between the negative emotionality of mothers and their adolescent children and the potential mechanisms for this similarity. Maternal emotion socialization was explored as a mediator between maternal and adolescent negative emotionality, and between maternal negative emotionality and adolescent internalizing symptoms. Participants were mothers (M age = 30.47) with their children at two time points: preschool (Time 1; M age = 4.55 years old) and adolescence (Time 2; M = 13.73), with 81 boys and 94 girls. Negative emotionality was measured using a questionnaire, with mothers reporting for herself and her child. Maternal emotion socialization was measured by mothers' self-report of their contingencies to their adolescent child's negative emotions: 1) Punish; 2) magnify; 3) ignore; 4) override; and 5) support. The results revealed that the maternal punishing of the adolescent's negative emotions was a mediator between concurrent mother negative emotionality and adolescent negative emotionality, such that higher mother negative emotionality was associated with more punishing, and more punishing was associated with higher adolescent negative emotionality, controlling for previous levels of maternal and child negative emotionality. Furthermore, being supportive of a child's negative emotions was negatively associated with concurrent levels of adolescent internalizing symptoms, while magnifying a child's emotions held a marginal positive association, controlling for previous levels of internalizing symptoms. The results highlight the importance of considering maternal emotion socialization strategies, even into adolescence, for a more comprehensive understanding of children's emotional well-being. The findings have implications for developing and implementing emotion-based parenting interventions.

Children's Anxious Characteristics Predict how their Parents Socialize Emotions.

Emotion socialization by parents contributes to children's trajectories of healthy and unhealthy emotional development, but there has been little research into the determinants and development of parental emotion socialization. We examined whether young children's anxious characteristics, including expressed anxiety with peers and low basal respiratory sinus arrhythmia (RSA), predicted changes in mothers' and fathers' emotion socialization over the subsequent year. Using regression and regions of significance analyses, we observed that children's expressed anxiety moderated the stability of mothers' and fathers' supportive and unsupportive emotion socialization, primarily in ways that would be likely to maintain or exacerbate children's social anxiety. For example, mothers' highly fretful and less supportive responses were more stable when children had been more anxious with peers. Basal RSA moderated the stability of fathers' punitive responses to children's anxious and sad emotions, and directly predicted changes in mothers' neglect of children's anxious and sad emotions, and negative and positive feelings about children's social withdrawal. These effects of children's characteristics on parents' emotions and behaviors support bidirectional and transactional models of the socialization of children's anxiety and internalizing problems, and identify aspects of emotion socialization by parents that could be amenable to intervention.

Conceptualization and Measurement of Parent Emotion Socialization among Mothers in Substance Abuse Treatment.

The current study examined emotion socialization behaviors within a clinical sample of substance-dependent mothers. Interviews were conducted with N=74 mothers in substance abuse treatment (outpatient and residential with or without opiate agonist medication). Each mother had a biological child between the ages of 3-8 years. We examined the factor structure of a widely-used emotion socialization measure (Coping with Children's Negative Emotions Scale) and included a novel subscale to capture the level of consistency of maternal reactions to children's emotions as a unique and salient component of emotion socialization. We found that, overall, mothers reported engaging in "emotion-coaching" styles of socialization, involving more consistent and supportive than non-supportive reactions to children's negative emotions, consistent with general population studies. However, compared to community sample mothers, substance-dependent mothers reported significantly greater levels of both supportive and non-supportive reactions to children's negative emotions, perhaps reflecting over-involved emotion socialization behaviors. The context of maternal drug use negatively impacted how well mothers balanced these types of reactions, such that mothers engaged in significantly higher levels of non-supportive and inconsistent reactions during periods of problematic drug use compared to periods of sobriety. These findings underscore the need to consider contextual risk as a predictor of emotion socialization and suggest that emotion socialization behaviors vary both within and across such contexts. Implications of this work highlight the importance of examining consistency as a characteristic of emotion socialization in its own right, particularly within families impacted by parental drug use and related contexts of high risk.

Chinese fathers' emotion socialization profiles and adolescents' emotion regulation

The present study examined the various configurations of Chinese fathers' emotion socialization behaviors and how these configurations relate to adolescents' emotion regulation (ER). A total of 731 Chinese secondary school students completed measures of paternal reactions to their negative emotions, their use of cognitive reappraisal and expressive suppression strategies, and overall ER ability. Four profiles of paternal emotion socialization were identified: the supportive (high supportive, low punitive, and moderate minimization responses to adolescents' negative emotions), the balanced (moderate warmth/responsiveness and nonsupportive reactions, and below-average levels of expressive encouragement), the disengaged (low across the four paternal emotion socialization practices), and the harsh (low supportive and high nonsupportive responses) profiles. Chinese adolescents with supportive and balanced fathers reported greater use of cognitive reappraisal than did those with disengaged and harsh fathers. Overall ER ability was the highest among adolescents with supportive fathers and the lowest among those with harsh fathers. Expressive suppression did not differ across four profiles. These findings highlight the importance of adopting person-centered approaches in understanding parental emotion socialization strategies and their associations with adolescents' emotion regulation.

Dyadic Relations Between Interparental Conflict and Parental Emotion Socialization

This study examined the effects of destructive and constructive interparental conflict on unsupportive parental emotion socialization behaviors ( N = 166 parents of toddlers). Both mothers and fathers completed measures of destructive and constructive interparental conflict and emotion dismissing beliefs and unsupportive responses to toddlers’ expressions of negative emotions such as anger, fear, and sadness. Multilevel modeling for the actor–partner interdependence model indicated spillover effect of destructive conflict and crossover effects of constructive conflict on unsupportive parental emotion socialization. In short, mothers’ and fathers’ perceptions of destructive interparental conflict were positively related to their own use of unsupportive emotional socialization behaviors. Mothers’ and fathers’ perceptions of constructive interparental conflict were (marginally/trend level) negatively related to the other parent’s use of unsupportive emotion socialization behaviors. These findings advance the literature on the associations between interparental conflict and parental emotion socialization, examining interdependence between mothers and fathers.

Children's Emotion Regulation and Attachment to Parents: Parental Emotion Socialization as a Moderator

We examined the associations among parental emotion socialization, and children's emotion regulation and attachment to parents. In particular, we examined the moderating role of parental emotion socialization in the relationship between children's emotion regulation and attachment to parents. Participants were 78 Turkish children (49 boys) aged from 60 to 77 months and their parents. Parents reported on the socialization strategies they used for their children's emotions and on their children's emotion regulation, and we assessed children's attachment to parents via the Doll Story Completion Task. Results revealed that parents' minimization reaction to children's emotions moderated the association between children's emotion regulation and attachment to parents. When parents' response was punitive, children with poor emotion regulation displayed stronger attachment to parents than children with robust emotion regulation did. In addition, girls had a more secure attachment to parents than boys did. Our results highlight the importance of children's emotion regulation and parental emotion socialization for children's secure early attachment to parents.

Reports of maternal socialization goals, emotion socialization behaviors, and child functioning in China and India.

A body of literature connects parental emotion socialization behaviors to child outcomes, though little research attention has been devoted to parents' culturally embedded socialization goals that influence their socialization behaviors in diverse samples. In the present study, we examined interrelations among maternal socialization goals, emotion socialization behaviors, and child functioning in families from 2 major Asian countries, China and India. A total of 305 6th and 7th grade children and their mothers across both countries participated. Mothers completed measures of their socialization goals, their responses to children's emotions, child behavior problems, and children completed a measure of emotion regulation (ER) at a single point in time. Factor analysis of the measure of parental responses to children's emotions yielded 2 factors (supportive and nonsupportive responses), with some items from the commonly used parent-report measure Coping with Children's Negative Emotions Scale (Fabes, Eisenberg, & Bernzweig, 1990), while others reflected culturally salient socialization approaches in Asia (i.e., child training, explanation). Using these data-driven supportive and nonsupportive response composites, mediation models were tested for the full sample. Reports of mothers' supportive responses and child ER sequentially mediated the relation between maternal relational socialization goals and child internalizing problems. Reports of child emotion dysregulation mediated the relation between maternal nonsupportive responses and child externalizing problems. Findings of this study highlight the relevance of culturally salient parental socialization goals and socialization behaviors in understanding child functioning in diverse cultural groups. (PsycINFO Database Record

Parental Emotion Socialization and Child Psychological Adjustment among Chinese Urban Families: Mediation through Child Emotion Regulation and Moderation through Dyadic Collaboration.

The theoretical model of emotion regulation and many empirical findings have suggested that children’s emotion regulation may mediate the association between parents’ emotion socialization and children’s psychological adjustment. However, limited research has been conducted on moderators of these relations, despite the argument that the associations between parenting practices and children’s psychological adjustment are probabilistic rather than deterministic. This study examined the mediating role of children’s emotion regulation in linking parents’ emotion socialization and children’s psychological adjustment, and whether dyadic collaboration could moderate the proposed mediation model in a sample of Chinese parents and their children in their middle childhood. Participants were 150 Chinese children (87 boys and 63 girls, Mage = 8.54, SD = 1.67) and their parents (Mage = 39.22, SD = 4.07). Parent–child dyadic collaboration was videotaped and coded from an interaction task. Parents reported on their emotion socialization, children’s emotion regulation and psychopathological symptoms. Results indicated that child emotion regulation mediated the links between parental emotion socialization and child’s psychopathological symptoms. Evidence of moderated mediation was also found: supportive emotion socialization and child emotion regulation were positively correlated only at high and medium levels of dyadic collaboration, with child’s psychopathological symptoms as the dependent variables. Our findings suggested that higher-level parent–child collaboration might further potentiate the protective effect of parental supportive emotion socialization practices against child psychopathological symptoms.

Parent emotion socialization and pre-adolescent’s social and emotional adjustment: Moderating effects of autonomic nervous system reactivity

This study examined whether measures of children’s autonomic nervous system (ANS) reactivity to social stress moderated the effect of parent emotion socialization on children’s social and emotional adjustment. Sixty-one children (9–13 years) completed a peer rejection task while their respiratory sinus arrhythmia reactivity (RSA-R) and skin conductance level reactivity (SCL-R) were assessed. Parents’ report of supportive and non-supportive reactions to their child’s negative emotions served as measures of emotion socialization. Measures of children’s social and emotional adjustment included: teacher-rated peer rejection, aggression, and prosocial behavior and parent-rated aggressive/dysregulated behavior and emotion regulation skills. Measures of children’s ANS reactivity moderated the effect of parent emotion socialization on children’s adjustment. Supportive responses were more protective for children evidencing RSA augmentation whereas non-supportive responses were more detrimental for children evidencing low SCL-R. Thus children’s ANS reactivity during social stress may represent a biological vulnerability that influences sensitivity to parent emotion socialization.

On the relevance of parents and TV as socializers of 6–19 year-olds’ expressions of emotion: representative data from Germany

This study examines joint influences of parental socialization and socialization via mass media on children’s expression of emotions. The effect of parental approval of their child’s expression of emotions, on the child’s approval of TV characters expressing the emotion, and the influence of both on the child’s expression of emotions within the past seven days is tested for the emotions fear, sadness, anger, and happiness with a representative survey of children (N = 1458) aged 6–19 in Germany. Moderating age and gender effects were also considered. Consistent across the four emotions, results showed that socialization of emotions via mass media is driven by internalized parental socialization but has a comparably strong effect of its own on the child’s expression of emotion that adds to the variance explained, especially with regard to anger and happiness. Implications for the conceptualization of parental emotion socialization and emotional socialization via media are discussed.

Longitudinal Associations of Parental Emotion Socialization and Children's Emotion Regulation: The Moderating Role of ADHD Symptomatology.

Theory and research suggest that parents' reactions to children's emotions play a critical role in teaching children effective emotion regulation (ER) skills, but no studies have directly examined the role that parent emotion socialization plays in the development of ER in children with ADHD. Gaining insight into the causes of impaired ER, particularly in youth with ADHD who are known to have poor ER, has important theoretical and translational significance. The present study is the first to longitudinally examine whether emotion socialization predicts later physiological and adult-reported measures of ER in children with and without ADHD. It also sought to determine if these relations are moderated by ADHD symptoms. Participants were 61 children (31 girls, 30 boys; M=10.67years, SD=1.28) with and without clinically significant ADHD symptoms. At Time 1, parent reports of emotion socialization and parent- and teacher-report of child ADHD symptoms were collected. At Time 2, child ER measures were collected based on parent- and teacher-report and physiological reactivity during an impossible puzzle and a social rejection task. Physiological measures included respiratory sinus arrhythmia and skin conductance level (SCL). Supportive parenting practices were associated with better parent-rated emotion regulation skills for all children and greater SCL reactivity for children with high ADHD symptoms. Non-supportive parenting reactions were associated with greater adult-rated emotional lability for children with high ADHD symptoms. Results highlight the importance of considering multiple aspects of ER, including physiological manifestations. Findings suggest that parents' use of adaptive emotion socialization practices may serve as a protective factor for children's ER development and may be particularly critical for youth with ADHD. Our findings support the use of interventions addressing parent emotion socialization to help foster better ER in children.