Abstract
A growing body of research suggests that students are able to learn skills of conflict resolution, but rarely apply them in real‐world disputes. In this essay, the authors focus on ways to increase the likelihood that students in disputes will use problem‐solving techniques rather than resorting to violence. The authors utilize Ajzen's theory of planned behavior (1991) as a guide for identifying antecedents to problem‐solving behavior. They also suggest means by which these antecedents can be modified to induce constructive problem‐solving behavior in school settings.
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