采用交叉滞后研究设计，使用问卷法分析了293名3～4岁幼儿气质与父母教养方式的相互作用。一年追踪研究的结果表明，随着时间的推移，幼儿气质的情绪性、专注性均负向预测母亲溺爱型教养方式；母亲溺爱型教养方式负向预测幼儿气质的活动性；幼儿气质的活动性与父亲专制型教养方式能够相互负向预测，幼儿气质的专注性负向预测父亲权威型教养方式，社会抑制性负向预测父亲溺爱型的教养方式。研究揭示了幼儿气质与父母教养方式的动态关系，对探析儿童的发展轨迹具有重要作用。

Temperament is a biology-based difference in individual reactivity and self-regulation, which is an important indicator of children's personality and social development. As children develop socialized, they can be modified by behavioral conditioning. Both family system theory and ecological systems theory emphasize that family is the main factor affecting children's development in individual development, especially in parenting. Parenting style refers to the attitude and behavioral tendency that parents show when educating and raising their children. The Transactional Model states that children and parents influence each other dynamically. In this process, the influence of children on parents is equally important as that of parents on children. The two-way relationship between children's temperament and parenting behavior may constitute an interactive and potential causal development path of children's adaptation in a wider developmental context. However, parenting does not happen in isolation, and child characteristics, such as temperament, might shape or evoke parenting behaviors. In turn, parenting behaviors might shape children's temperament, with this transaction between parenting and temperament contributing to children's adjustment. Examination of the relations between temperament and parenting can clarify their unique, additive, and bidirectional relations and elucidate developmental pathways to child adjustment. Throughout the previous studies, most of them examine the unilateral effect of children's temperament or parenting style, and most of them are reflected in the influence of parenting style on the socialization of children's temperament. There are relatively few longitudinal studies on the bidirectional relationship between children's temperament and parenting, and existing studies on the bidirectional relationship generally focus on specific parenting behaviors rather than on more generalized parenting style. Therefore, from the perspective of the developmental Transactional Model, this study will explore the bidirectional relationship between children's temperament and parenting style by using cross-lagged research method. In this study, a total of 293 3~4-year-old children were longitudinal?investigation by questionnaire for one year, two measurements were taken during the period. Children's Temperament Teacher Assessment Questionnaire and Parental Authority Questionnaire were distributed and filled in respectively to children's teachers and parents. All the measures were reliable and valid. SPSS 22.0 and Mplus 7.4 were used to analyze the data. A cross-lagged model was used to investigate the reciprocal relationship between children's temperament and parenting style. The results indicated as follows: there was a significant correlation between the dimensions of temperament and parenting style. Cross-lagged regression results indicated that Time 1 emotionality and concentration of children's temperament could significantly and negatively predict Time 2 mother's doting parenting style. Time 1 maternal doting parenting style negatively predicted the Time 2 activity of children's temperament; the activity of children's temperament and paternal authoritarian parenting style can predict each other, but the influence of paternal authoritarian parenting style on children's temperament activity is greater. Time 1 concentration of children's temperament negatively predicts Time 2 paternal authoritative parenting style, and Time 1 social inhibition negatively predicts Time 2 paternal doting parenting style. The research reveals that there is not only a significant correlation between children's temperament and parenting style at the same time but also a significant relationship with the development of time. This reminds us that children's temperament and parenting style is a dynamic interaction, which plays an important role in exploring the development trajectory of children.