The field of parental emotion socialization has long been dominated by studies on parental responses to children’s negative emotions rather than parental responses to children’s positive emotions (PRCPE). Further, findings on PRCPE are scattered across studies, hindering scientific progress. In this article, we (a) provide a broader developmental and theoretical grounding for existing and future research on PRCPE; (b) summarize the current measurement of PRCPE to inform future operationalization; (c) outline an integrative, heuristic framework on the antecedents, consequences, and implicated mechanisms for PRCPE; (d) review available findings relevant to the outlined framework; and (e) propose a research agenda. PRCPE probably are guided by parents’ socialization values/goals, affected by parents’ “database” (e.g., attachment) and psychopathology, as well as shaped by child characteristics (e.g., temperament). Researchers have used diverse methods to assess a variety of PRCPE, including affirming responses that validate and enhance children’s experience and expression of positive emotions and suppressive responses that discourage and dampen children’s experience and expression of positive emotions. Parental affirming responses generally predict children’s experience and appropriate regulation of positive emotions, as well as their psychological well-being, whereas parental suppressive responses tend to be negatively related to the same child outcomes. Research is scarce on the relations of PRCPE to children’s externalizing problems and social competence, as well as mediators/moderators implicated in the relations of PRCPE to developmental outcomes. By providing a common ground for comparing/interpreting results and detecting gaps/directions for future research, we hope to fuel scientific advances in this nascent area of inquiry.
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