Journal of Child and Family Studies

, Volume 27, Issue 8, pp 2384–2393 | Cite as

Explaining Adolescents’ Affect: A Time-Use Study of Opportunities for Support and Autonomy across Interpersonal Contexts

  • Soojung KimEmail author
  • Susan D. Holloway
  • Janine Bempechat
  • Jin Li
Original Paper


In order to uncover the reason why adolescents generally experience less positive emotional experience in the presence of parents, we compared the association of perceived opportunities for autonomy and support to adolescents’ positive emotional states when they were with their parents vs. in other interpersonal contexts. Thirty-one white, lower socioeconomic status, ninth grade students evaluated the fulfillment of their autonomy and support needs and their emotional experiences at multiple time points within a variety of interpersonal contexts over a one-week period. Hierarchical linear modeling of 1268 surveys showed that, compared to when they were with only their parents, these adolescents experienced relatively more frequent positive emotions when they were with peers, or with other adults in addition to or in the absence of their parents. Moreover, perceived opportunities for autonomy and support were associated with positive emotional experiences at a given time point. Perceived autonomy and support operated differently depending on the interpersonal context; the effects of these opportunities were smaller in the context of parent-only interactions than those involving interactions with other people. This study contributes to the literature on adolescent affect by showing that the moment-by-moment, intra-individual psychological affordances of autonomy and support are differentially associated with emotional experiences depending on the interpersonal context. Furthermore, these findings suggest that individuation-relatedness theory appears to be applicable to a relatively understudied population, namely white adolescents from low-SES families.


Adolescents Positive emotion Autonomy Support Interpersonal context 


Author Contributions

S.K. conceptualized the paper, analyzed the data, and wrote the paper. S.H. collaborated in designing and executing the study; collaborated in writing and editing the final manuscript. J.B. conceptualized, designed, and executed the study as principal investigator. J.L. collaborated in designing and executing the study.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of University of California, Berkeley research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.


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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Department of Child and Youth Welfare 111 Yongyi-DongPyeongTaek UniversityPyeongtaek-siKorea
  2. 2.Graduate School of Education, University of California BerkeleyBerkeleyUSA
  3. 3.Department of Psychology and Human DevelopmentWheelock CollegeBostonUSA
  4. 4.Department of Education ProvidenceBrown UniversityProvidenceUSA

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