Evaluating the efficiency of pedagogical conditions for prevention of destructive conflicts among adolescents at a general-education organisation

Abstract

Introduction. The contemporary reforms in the global community have resulted in increased level of conflict in a triad: between pedagogues and learners, between learners and their parents, between learners themselves in a small (training) group. The need to adapt to the new conditions of interaction often demonstrates adolescents’ weak readiness to build a constructive model of behaviour with others, their inadequate perception of educational impact. The above conditions define the importance of research into the problem of preventing conflicts among young people in the educational environment of modern school. The purpose of the article is to present general assessment of the current state of diagnosing and preventing destructive conflicts by pedagogues, with regard for the possibility of raising efficiency of significant pedagogical efforts in the school environment. Materials and methods. The study involved 512 adolescents – schoolchildren of 10th-11th years of study, 56 teachers, 512 parents of the adolescents. In the course of diagnostics the following questionnaires were used: Buss-Durkee Hostility Inventory, V. Gerbachevsky’s test; the methods by V. Boyko, M. Rokeach, O. Potemkina; Ch. Spielberger test; mathematical statistics methods: Pearson's statistical criterion χ2 (chi-squared test). Results. The research showed that, following the realisation of pedagogical conditions in the experimental group (hereinafter EG), the number of adolescents with high level of aggression initiating the individual’s conflictogenicity decreased, with simultaneous increase in the number of adolescents with low level of aggression. The statistically reliable decrease in EG was found for the scales “physical aggression”, “indirect aggression”, “verbal aggression”, “veiled violence”, “overt violence”, “justified negativism”, “negative personal experience”, that actualise destructive conflict. The calculation of Pearson's chi-squared statistical test χ2 showed reliability of differences in the scales under investigation with 95% credibility: χ2emp. > χ2crit 0.05. The situational and personal anxiety levels in EG adolescents stabilised, with predominant increase in the number of individuals demonstrating low level of above anxieties. The adolescents in the control group (hereafter CG) showed no significant changes for the explored scales, which makes it possible to assert the continuing threat of destructive conflicts. Conclusion. The identified and tested pedagogical conditions proved their efficiency in prevention of destructive conflicts among adolescents at a general-education organisation. The obtained results are of certain value and contribute to the development of pedagogical prevention of destructive conflicts among adolescents at a general-education organisation.