The present study evaluated the relations among positive parenting practices, cognitive emotion regulation strategies, and positive and negative psychological adjustment among Chinese and Canadian emerging adults. Emotion regulation was hypothesized to mediate the relations between positive parenting and psychological adjustment. Participants included 75 international Chinese students and 120 Canadian students between the ages of 18 to 25 enrolled at the University of Victoria. Participants completed multiple-choice questionnaires assessing perceptions of their mothers’ and fathers’ positive parenting practices (i.e., warmth, volitional autonomy support and parent as teacher), their use of positive and negative cognitive emotion regulation strategies, and their levels of positive psychological adjustment (i.e., happiness, life satisfaction and academic satisfaction) and negative psychological adjustment (i.e., depression, anxiety and loneliness). Emotion regulation partially mediated the relations between perceptions of fathers’ parenting and positive and negative psychological adjustment for Chinese and Canadian students, and for Canadian students’ perceptions of mothers’ parenting. Few group differences emerged in the relations among parenting, emotion regulation and adjustment; greater positive parenting was associated with students’ use of more positive emotion regulation strategies and fewer negative strategies, and with higher levels of positive adjustment and lower levels of negative adjustment. In contrast to the overall similarity observed in terms of relations among the constructs, an exception to this pattern was the lack of relations between parenting and emotion regulation for Chinese students. Mean differences between Chinese and Canadian students in emotion regulation and psychological adjustment were found. Chinese students used all of the assessed emotion regulation strategies more often than Canadian students, and had higher levels of negative adjustment and lower levels of positive adjustment as compared with Canadian students. Clinical implications in terms of how parents, mental health professionals and post-secondary institutions can help bolster the positive adjustment of emerging adults cross-culturally are discussed, along with the strengths and limitations of the current study and directions for future research. / Graduate / 0622 / 0620