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We conclude our discussion by outlining areas that require additional study. (PsycINFO Database Record (c) 2020 APA, all rights reserved).We investigated what a dyadic framework added to Eisenberg, Cumberland, and Spinrad's (1998) parental emotion socialization model based on the argument that the dynamic organization of emotion in the dyad is more than the sum of its parts and thus makes a unique contribution to emotion socialization. Preschoolers (N = 235) completed challenging problem-solving tasks with mothers and fathers, during which parental emotion-related socialization behaviors (ERSBs), child negative emotional arousal, and dyadic positive emotion data were collected. We examined whether dyadic synchrony of positive emotion at age 3 was a mechanism by which age 3 parental ERSBs impacted children's age 5 aggressive behavior in school, accounting for child gender, child negative emotional arousal, and aggressive behavior in preschool. ERSBs were significantly positively related to dyadic positive synchrony with both mothers and fathers at age 3. Longitudinal models supported an indirect effect, not a moderating effect, of dyadic synchrony both mothers' and fathers' ERSBs contributed to children's less aggressive behavior at age 5 through the effects of higher dyadic positive synchrony. Findings suggest dynamic, dyadic emotional processes should be considered as a mechanism of emotion socialization and that parent-child positive emotional synchrony is supportive of early childhood emotional development. (PsycINFO Database Record (c) 2020 APA, all rights reserved).Emotion-related socialization behaviors that occur during parent-child interactions are dynamic. According to Eisenberg, Cumberland, and Spinrad's (1998) model, ongoing parental reactions to emotions and discussions of emotion indirectly shape children's socioemotional competence throughout childhood and adolescence. Typically developing adolescents-girls especially-are at increased risk for developing internalizing symptoms. We examined if and how emotion dynamics of mother-daughter interactions contribute to adolescent girls' internalizing symptoms. We applied grid-sequence analysis (Brinberg, Fosco, &amp; Ram, 2017) to observational data obtained while N = 96 typically developing adolescent girls (Mage = 13.99 years) and their mothers engaged in 5 different emotionally-laden discussions. We identified patterns of expressed emotions that unfolded during each discussion and examined how interdyad differences in those patterns were associated with mothers' and daughters' internalizing symptoms. Dyads differed with respect to whether mothers or daughters tended to regulate positive emotion expressions. Interdyad differences in moment-to-moment dynamics of happy/excited and worried/sad discussions were associated with adolescent girls' social anxiety symptoms, although differences in emotion dynamics of proud, frustrated/annoyed, and grateful discussions were not. Taken together, results illustrate how methodological innovations are enabling new examination and detailed description of parent-child emotion socialization dynamics. (PsycINFO Database Record (c) 2020 APA, all rights reserved).A fundamental question in developmental science is how parental emotion socialization processes are associated with children's subsequent adaptation. Few extant studies have examined this question across multiple developmental periods and levels of analysis. Here, we tested whether mothers' supportive and nonsupportive reactions to their 5-year-old children's negative emotions were associated with teacher and adolescent self-reported adjustment at age 15 via children's physiological and behavioral emotion regulation at age 10 (N = 404). Results showed that maternal supportive reactions to their children's negative emotions were associated with children's greater emotion regulation in a laboratory task and also a composite of mother and teacher reports of emotion regulation at age 10. [https://www.selleckchem.com/products/b02.html B02] Maternal nonsupportive reactions to their children's negative emotions were uncorrelated with supportive reactions, but were associated with poorer child physiological regulation and also poorer mother- and teacher-reported emotion regulation at age 10. In turn, better physiological regulation at age 10 was associated with more adolescent-reported social competence at age 15. Furthermore, teacher and mother reports of emotion regulation at age 10 were associated with increased adolescent adjustment across all domains. Mediational effects from nonsupportive and supportive reactions to adolescent adjustment tested via bootstrapping were significant. Our findings suggest that mothers' reactions to their children's negative emotions in early childhood may play a role in their children's ability to regulate their arousal both physiologically and behaviorally in middle childhood, which in turn may play a role in their ability to manage their emotions and behaviors and to navigate increasingly complex social contexts in adolescence. (PsycINFO Database Record (c) 2020 APA, all rights reserved).Children with externalizing symptoms typically show dysregulated arousal when facing emotional challenges and are at risk for antisocial outcomes later in life. The model of emotion socialization (Eisenberg, Cumberland, &amp; Spinrad, 1998) points to supportive emotion-related parenting as central to promoting children's regulatory capability and behavioral adjustment. However, the role of emotion-related parenting is less clear for children living in disadvantaged conditions and already displaying behavioral problems, and little is known about how these parenting practices shape the physiological underpinnings of behavioral adjustment. This study examined the relation between supportive emotion-related parenting and the trajectories of physiological regulation and externalizing symptoms across early school years among 207 children (66% male) from high-risk urban communities, who showed aggressive/oppositional behaviors at school entry. Mothers' supportive emotion-related parenting was observed in kindergarten during structured interactions. Children's respiratory sinus arrhythmia (RSA), an indicator of parasympathetic influence over cardiac arousal, was measured at rest and during an anger scene each year from kindergarten to the 2nd grade. Teacher ratings of externalizing symptoms were also obtained every year. Over time, supportive emotion-related parenting was related to a developmental trend from RSA augmentation toward RSA withdrawal during the anger scene as well as lower risk for escalating externalizing symptoms. The developmental changes of RSA reactivity partially accounted for the relation between parenting and trajectories of externalizing symptoms. Findings underscore the potential of supportive emotion-related parenting for diverting at-risk children from antisocial trajectories by shaping their physiological regulation and behavioral adjustment. (PsycINFO Database Record (c) 2020 APA, all rights reserved).