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

Journal Article


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.

UOW Authors


  •   Rowsell, Claire (external author)
  •   Ciarrochi, Joseph (external author)
  •   Deane, Frank
  •   Heaven, Patrick C. L. (external author)

Publication Date


  • 2016

Citation


  • 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.

Scopus Eid


  • 2-s2.0-84960085540

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2054

Number Of Pages


  • 10

Start Page


  • 115

End Page


  • 125

Volume


  • 26

Issue


  • 1

Place Of Publication


  • United States

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.

UOW Authors


  •   Rowsell, Claire (external author)
  •   Ciarrochi, Joseph (external author)
  •   Deane, Frank
  •   Heaven, Patrick C. L. (external author)

Publication Date


  • 2016

Citation


  • 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.

Scopus Eid


  • 2-s2.0-84960085540

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2054

Number Of Pages


  • 10

Start Page


  • 115

End Page


  • 125

Volume


  • 26

Issue


  • 1

Place Of Publication


  • United States