Abstract
Based on social learning theory, this study aimed at providing a better understanding of the influence of social interaction on adolescents' conflict coping strategy. This study used the data from the Taiwan Educational Panel Survey (N=8717) to test the unique contribution of religious involvement, parent-child interaction, teacher-student interaction on adolescents' conflict coping strategy when they encountered an interpersonal offense in school. Findings showed that religious involvement, being physically hurt by father, being understood by father, and positive teacher-student interaction could increase the possibility of positive conflict coping strategy. And being verbally hurt by mother and negative teacher-student interaction would decrease the possibility of positive conflict coping strategy. Based on these results, implications for research and practice were discussed.
Highlights
Based on social learning theory, this study aimed at providing a better understanding of the influence of social interaction on adolescents' conflict coping strategy
This study used the data from the Taiwan Educational Panel Survey (N=8717) to test the unique contribution of religious involvement, parent-child interaction, teacherstudent interaction on adolescents' conflict coping strategy when they encountered an interpersonal offense in school
Findings showed that religious involvement, being physically hurt by father, being understood by father, and positive teacherstudent interaction could increase the possibility of positive conflict coping strategy
Summary
Based on social learning theory, this study aimed at providing a better understanding of the influence of social interaction on adolescents' conflict coping strategy. Being verbally hurt by mother and negative teacher-student interaction would decrease the possibility of positive conflict coping strategy. Based on these results, implications for research and practice were discussed. Este estudio usó los datos de la Taiwan Educational Panel Survey (N=8717) para medir la contribución de la implicación religiosa, la interacción padre-hijo, la interacción profesor/a-estudiante sobre la estrategia de adolescentes relativa al afrontamiento del conflicto cuando se encontraban con una ofensa interpersonal en la escuela. Many adolescents who have shown violent behavior say that they are motivated by anger and revenge (Pfefferbaum & Wood, 1994) These situations might be improved if positive conflict coping strategy is involved. Age may be related to increasingly abstract reasoning about conflict resolution, but it is not a strong predictor of it: many adolescents at this period still act in ways that lead to social rejection and relational aggression (Crick & Grotpeter, 1995; Park & Enright, 1997; Worthington, 2007)
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