Emotional competencies relate to co‐rumination: Implications for emotion socialization within adolescent friendships
Despite the acknowledged importance of friendships in emotional development during adolescence, little research has empirically examined emotion socialization processes within friendships. Co‐rumination is one such process that may involve many emotion‐related skills due to its negative emotional fo...
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| Published in | Social development (Oxford, England) Vol. 27; no. 4; pp. 808 - 825 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford
Blackwell Publishing Ltd
01.11.2018
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| Abstract | Despite the acknowledged importance of friendships in emotional development during adolescence, little research has empirically examined emotion socialization processes within friendships. Co‐rumination is one such process that may involve many emotion‐related skills due to its negative emotional focus and links to emotional distress. The current study examines whether adolescent friends’ emotional competencies (i.e., emotional awareness, emotion regulation) relate to co‐rumination. Adolescents (N = 192; 53% girls; Mage = 12.67; 76% European American, 17.7% African American) participated with a reciprocated same‐sex best friend. Adolescents reported on their own and their friends’ emotional competencies and participated in observed video‐taped problem discussion task that was coded for co‐rumination. Results indicated that indices of poor emotional competence related to greater co‐rumination for girls. For boys, stronger emotional competence related to greater co‐rumination. There were more significant links to co‐rumination from adolescents’ perceptions of their friends’ emotion regulation than self‐reports of their own emotion regulation. Results are discussed with a focus on implications for emotion socialization within the best friend context during early adolescence. |
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| AbstractList | Despite the acknowledged importance of friendships in emotional development during adolescence, little research has empirically examined emotion socialization processes within friendships. Co‐rumination is one such process that may involve many emotion‐related skills due to its negative emotional focus and links to emotional distress. The current study examines whether adolescent friends’ emotional competencies (i.e., emotional awareness, emotion regulation) relate to co‐rumination. Adolescents (N = 192; 53% girls; Mage = 12.67; 76% European American, 17.7% African American) participated with a reciprocated same‐sex best friend. Adolescents reported on their own and their friends’ emotional competencies and participated in observed video‐taped problem discussion task that was coded for co‐rumination. Results indicated that indices of poor emotional competence related to greater co‐rumination for girls. For boys, stronger emotional competence related to greater co‐rumination. There were more significant links to co‐rumination from adolescents’ perceptions of their friends’ emotion regulation than self‐reports of their own emotion regulation. Results are discussed with a focus on implications for emotion socialization within the best friend context during early adolescence. Abstract Despite the acknowledged importance of friendships in emotional development during adolescence, little research has empirically examined emotion socialization processes within friendships. Co‐rumination is one such process that may involve many emotion‐related skills due to its negative emotional focus and links to emotional distress. The current study examines whether adolescent friends’ emotional competencies (i.e., emotional awareness, emotion regulation) relate to co‐rumination. Adolescents ( N = 192; 53% girls; M age = 12.67; 76% European American, 17.7% African American) participated with a reciprocated same‐sex best friend. Adolescents reported on their own and their friends’ emotional competencies and participated in observed video‐taped problem discussion task that was coded for co‐rumination. Results indicated that indices of poor emotional competence related to greater co‐rumination for girls. For boys, stronger emotional competence related to greater co‐rumination. There were more significant links to co‐rumination from adolescents’ perceptions of their friends’ emotion regulation than self‐reports of their own emotion regulation. Results are discussed with a focus on implications for emotion socialization within the best friend context during early adolescence. |
| Author | Zeman, Janice Borowski, Sarah K. |
| Author_xml | – sequence: 1 givenname: Sarah K. orcidid: 0000-0003-2403-6545 surname: Borowski fullname: Borowski, Sarah K. email: sbch7@mail.missouri.edu organization: University of Missouri – sequence: 2 givenname: Janice surname: Zeman fullname: Zeman, Janice organization: William and Mary |
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| Snippet | Despite the acknowledged importance of friendships in emotional development during adolescence, little research has empirically examined emotion socialization... Abstract Despite the acknowledged importance of friendships in emotional development during adolescence, little research has empirically examined emotion... |
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| SubjectTerms | Adolescent development Adolescent girls African Americans Child development Competence emotion regulation emotion socialization Emotional development Emotional distress Emotional intelligence Emotional regulation Emotions Friendship friendships Girls Psychological distress Rumination Self control Socialization Teenagers |
| Title | Emotional competencies relate to co‐rumination: Implications for emotion socialization within adolescent friendships |
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