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Emotion Identification Skill and Social Support During Adolescence: A Three‐Year Longitudinal Study
Author(s) -
Rowsell H. Claire,
Ciarrochi Joseph,
Deane Frank P.,
Heaven Patrick C. L.
Publication year - 2016
Publication title -
journal of research on adolescence
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.342
H-Index - 95
eISSN - 1532-7795
pISSN - 1050-8392
DOI - 10.1111/jora.12175
Subject(s) - psychology , structural equation modeling , social support , longitudinal study , developmental psychology , social skills , reciprocal , identification (biology) , longitudinal data , social psychology , linguistics , statistics , philosophy , botany , mathematics , demography , sociology , biology
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.