Rowsell, H. C, Ciarrochi, J., Deane, F. P & Heaven, PC. (2016). Emotion identification skill and social support during adolescence: A three-year longitudinal study [accepted manuscript]. Journal of Research on Adolescence,26(1), 115-125. United Kingdom: Blackwell Publishing Inc.. Retrieved from https://doi.org/10.1111/jora.12175
Emotion identification skill (EIS) has been correlated with social support, but little research has examined the extent that EIS is a developmental precursor to supportive relationships. The present study investigated the longitudinal rela- tionships between EIS and social support in adolescence. Participants were 903 (464 males; 439 females) Australian high school students, with 314 participating in all four waves. Students completed questionnaires annually from Grade 9 to Grade 12, including self-report measures of (1) EIS, (2) social support network size, and (3) quality of social sup- port. Cross-lagged structural equation modeling supported a reciprocal influence model, with social support and EIS mutually influencing each other’s development. We discuss the implications of this finding for the positive develop- ment of EIS and social support.
Institute for Positive Psychology and Education
Open Access Journal Article