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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

Document Type

Open Access Journal Article

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Open Access


This is the post-peer reviewed version of the following article: Emotion identification skill and social support during adolescence: A three-year longitudinal study, which has been published in final form at 10.1111/jora.12175. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.