Abstract
Nowadays, we assist to the development of the study and implementation of alternative conflict resolution in school context, among which we signal negotiation as a mean of constructive conflict management. The main objective of this research was to analyse the influence of the academic self-concept in the student´s negotiation efficacy when solving conflicts. Sample was composed by 505 individuals of different grades school (7th to 12th year) on north Portugal, who were applied as evaluation instruments the School Conflict Negotiation Efficacy Questionnaire (QENCE), the Piers-Harris Children’s Self-Concept Scale-2, and a brief questionnaire of personal and school data. Results show that self-concept has a positive influence on negotiation efficacy of the students of our sample and also suggest that variables as sex, grades school, time of study and school goals contribute to the student´s self-concept.
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