The Link between Social Interaction with Adults and Adolescent Conflict Coping Strategy in School Context

Autor/inn/en	Yao, Zhuojun; Enright, Robert
Titel	The Link between Social Interaction with Adults and Adolescent Conflict Coping Strategy in School Context
Quelle	In: International Journal of Educational Psychology, 7 (2018) 1, S.1-20 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Interpersonal Relationship; Adults; Adolescents; Conflict; Coping; Foreign Countries; National Surveys; Longitudinal Studies; Parent Student Relationship; Teacher Student Relationship; Altruism; Conflict Resolution; Secondary School Students; Grade 12; Religion; Religious Factors; Statistical Analysis; Regression (Statistics); Taiwan + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Konflikt; Bewältigung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher student relationships; Lehrer-Schüler-Beziehung; Altruistic behavior; Altruismus; Conflict solving; Konfliktlösung; Konfliktregelung; Sekundarschüler; School year 12; 12. Schuljahr; Schuljahr 12; Statistische Analyse; Regression; Regressionsanalyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01