Title

Emotion identification skill and social support during adolescence: a three-year longitudinal study

RIS ID

100379

Publication Details

Rowsell, H. C., Ciarrochi, J., Deane, F. P. & Heaven, P. C. L. (2016). Emotion identification skill and social support during adolescence: a three-year longitudinal study. Journal of Research on Adolescence, 26 (1), 115-125.

Abstract

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 relationships 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 support. 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 development of EIS and social support.

Grant Number

ARC/LP0453853

Grant Number

ARC/DP110100989

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