No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
A Developmental Meta-Analysis of Peer Conflict Resolution
Abstract
A series of meta-analyses examine developmental trends in peer conflict resolution. Peer conflict resolutions are most likely to involve negotiation, with coercion and then disengagement the next most likely strategies. Patterns of conflict resolution differ with age. Coercion is common among children and disengagement is rare. Negotiation is prevalent among adolescents and young adults; the former do not differ in terms of coercion and disengagement, whereas the latter tend to avoid coercion in favor of disengagement. Conflict resolutions also vary as a function of peer relationships, assessment procedures, and reporters. Negotiation prevails in all peer relationships except those with siblings; there is more negotiation among romantic partners than among friends, and more negotiation among friends than among acquaintances. Negotiation is the overwhelming strategy of choice for those presented with hypothetical disputes, but actual conflicts tend to be resolved by coercion. Observers indicate that most conflicts involve coercive resolutions, in contrast to self-reports, which suggest that negotiation prevails. Although conclusions are qualified by the limited number of studies available, follow-up moderator analyses indicate that negotiation increases and coercion declines with age across most peer relationships, assessment procedures, and reporters such that different patterns of conflict resolution during childhood give way to the same relative ordering of strategies during young adulthood.
... For example, van de Vliert et al. (1995) found that police sergeants' cooperativeness in a simulated conflict was substantially lower when rated by independent observers than by the sergeants themselves. In a similar vein, a meta-analysis by Laursen et al. (2001) showed that people typically report a preference for resolving conflicts through negotiation, whereas observer-coded data indicates that most conflicts are resolved using coercion. ...
... Similarly, self-reported conflict management style preferences do not necessarily translate into performance of effectiveness during real conflict situations (e.g. Laursen et al., 2001). Given that resolving conflicts is one of the main tasks that managers face, it is, therefore, crucial to investigate whether and how the ability to perceive, understand and regulate emotions (labeled performance-based or ability EI) aids successful conflict management performance. ...
... (1) first, self-reported preferences on conflict-handling styles likely diverge from people's actual behaviors (Laursen et al., 2001); (2) second, even though styles such as compromising and collaborating are considered to be generally adaptive, they might not be optimal in all contexts (Speakman and Ryals, 2010); and (3) third, the way others (e.g. team members, clients or colleagues) perceive how a manager handles conflicts is arguably more influential in shaping long-term team and organizational outcomes than a manager's self-perception. ...
Purpose
Previous research suggests that emotional intelligence (EI) may benefit managers when resolving conflicts. However, past studies relied on self-reports of EI and conflict management styles, and a theoretical model explaining the mechanisms of the link between EI and conflict management outcomes for managers is still missing. This study aims to test a theoretical model proposing that during conflicts, managers with higher performance-based ability EI are perceived as warmer and more competent, which in turn contributes to higher conflict management effectiveness.
Design/methodology/approach
A total of 108 Executive MBA students with managerial experience completed a performance-based EI test designed for the workplace and engaged in a conflict management exercise during which they were videotaped. In the exercise, managers spontaneously responded to video-based vignettes in which “employees” addressed them regarding a work-related conflict (e.g. a disagreement regarding tasks and working hours). Independent observers (n = 262) rated the managers’ videotaped responses on items tapping warmth, competence and conflict management effectiveness.
Findings
Managers with higher performance-based EI (in particular, emotion regulation in oneself and emotion management in others) received higher observer ratings on warmth, competence and conflict management effectiveness. Warmth and competence fully mediated the link between EI and effectiveness.
Originality/value
These results demonstrate that managers’ performance-based EI translates into actual work-related behaviors and outcomes. Implications for training EI and effective conflict management are discussed.
... Οι συγκρούσεις των συνομηλίκων εξαρτώνται από πολλούς παράγοντες, οι οποίοι θα μπορούσαν να διακριθούν σε εξωτερικούς και εσωτερικούς. Τέτοιοι είναι η κοινωνική πυκνότητα, η διαθεσιμότητα των πόρων και η ελευθερία κινήσεων (French et al., 2005;Laursen et al., 2001). Ακόµη και η εξωτερική εµφάνιση µπορεί να αποτελέσει αφορµή για σύγκρουση, ειδικά στα µικρά παιδιά (Townley, 1994). ...
... Έτσι, τα µικρότερα παιδιά εµπλέκονται πιο συχνά σε διαµάχες για αντικείµενα, ενώ τα µεγαλύτερα διαφωνούν κυρίως για κοινωνικά ζητήµατα χρησιµοποιώντας πιο πολύ λεκτικές διαπραγµατεύσεις (Παυλίδου, 2012). Οι Laursen, Finkelstein & Betts (2001) υποστηρίζουν ότι η επίλυση συγκρούσεων μεταξύ των συνομηλίκων πραγματοποιείται συνήθως μέσω του εκφοβισμού στα μικρά παιδιά, ενώ οι έφηβοι προτιμούν κυρίως τη διαπραγμάτευση και λιγότερο τον εκφοβισμό ή την απόσυρση. ...
... Όσο πιο στενή είναι η σχέση τόσο περισσότερο προτιμάται η διαπραγμάτευση. Έτσι, οι φίλοι επιλέγουν συχνότερα τη διαπραγμάτευση από τους απλούς γνωστούς (Laursen et al., 2001). Βέβαια, όταν πρόκειται για υποθετικές συγκρούσεις η διαπραγμάτευση επιλέγεται ως η προτιμητέα στρατηγική, αλλά στις πραγματικές συγκρούσεις φαίνεται ότι η λύση προκύπτει μέσω του εκφοβισμού (Laursen et al., 2001). ...
Η συγκεκριμένη εργασία στόχο έχει να διερευνήσει με ποιους τρόπους και για ποιους
λόγους οι εκπαιδευτικοί γενικής και ειδικής εκπαίδευσης παρεμβαίνουν στις συγκρούσεις
των συνομηλίκων με ή δίχως αναπηρία κατά τη διάρκεια των διαλειμμάτων. Το θεωρητικό
πλαίσιο αξιοποιεί τη βιβλιογραφία για τις κοινωνικές σχέσεις των μαθητών, την
κουλτούρα των συνομηλίκων και την κοινωνική επάρκεια των μαθητών με ειδικές
εκπαιδευτικές ανάγκες. Στην έρευνα συμμετείχαν 38 εκπαιδευτικοί δημοτικών σχολείων
οι οποίοι κλήθηκαν να απαντήσουν σε ένα ερωτηματολόγιο με κλειστού και ανοιχτού
τύπου ερωτήματα. Τα δεδομένα αναλύθηκαν με τη χρήση του στατιστικού προγράμματος
Statistical Package for the Social Sciences (SPSS). Τα αποτελέσματα έδειξαν ότι όταν οι
εκπαιδευτικοί παρεμβαίνουν στις διαφωνίες των συνομηλίκων, κατευθύνουν τους μαθητές
να επιλύσουν τη σύγκρουση με τη βοήθειά τους χωρίς να τους ζητήσουν να λύσουν μόνοι
τους τη διαφωνία, όπως θα έπρεπε να συμβαίνει. Τις περισσότερες φορές παρεμβαίνουν
κατά τη διάρκεια μιας σύγκρουσης αφού έχει εκδηλωθεί σωματική ή/και λεκτική βία,
χωρίς να το έχουν ζητήσουν οι μαθητές. Στόχοι της παρέμβασής τους είναι να διακοπεί η
σύγκρουση, να λυθεί η διαφωνία και να βελτιωθούν οι σχέσεις των μαθητών. Οι
εκπαιδευτικοί θεωρούν ότι η παρέμβασή τους συνήθως λύνει άμεσα την αιτία που
προκαλεί τη σύγκρουση, παρόλα αυτά φαίνεται ότι δεν προβληματίζονται ιδιαίτερα για
τον τρόπο που παρεμβαίνουν στις διαφωνίες των μαθητών, αφού ομολογούν ότι σε ένα
παρόμοιο περιστατικό στο μέλλον θα παρενέβαιναν με τον ίδιο τρόπο. Τέλος, από τους
εκπαιδευτικούς διαφεύγουν περιστατικά συγκρούσεων στα οποία εμπλέκονται μαθητές με
αναπηρία, διότι συχνά τα παιδιά αυτά εξαιτίας της δυσμενούς κοινωνικής τους θέσης και
της χαμηλής κοινωνικής τους επάρκειας εκδηλώνουν απόσυρση από μια σύγκρουση, με
συνέπεια αυτή να διακόπτεται σύντομα πριν την εκδήλωση σωματικής βίας και ο
εκπαιδευτικός να μην προλάβει καν να την αντιληφθεί.
... From a theoretical perspective, interpersonal conflict management strategies can be characterized on two axes: positivity and engagement (Laursen, 1993). Based on the combinations between these two theoretical axes, four conflict management dimensions stand out across the literature: positive problem solving, a positive conflict management dimension based on engagement which includes strategies such as compromise and negotiation (e.g., compromise, Rubenstein and Feldman, 1993;negotiation, Kurdek, 1994;Laursen et al., 2001;nonaggression, Unger et al., 2003;Rodríguez-Ruiz et al., 2015;conciliatory remarks, Ferrar et al., 2020); conflict engagement, a negative conflict management dimension that includes coercion tactics such as personal attacks, verbal abuse, and anger (e.g., attack, Rubenstein and Feldman, 1993;conflict engagement, Kurdek, 1994;coercion, Laursen et al., 2001;physical and non-physical aggression, Unger et al., 2003;dominance, Rodríguez-Ruiz et al., 2015;disagreement and confrontative remarks, Ferrar et al., 2020); withdrawal, a negative conflict management dimension that involves disengaging from conflict strategies such as tuning the other person out, avoidance, refusing to discuss (e.g., avoidance, Rubenstein and Feldman, 1993;Kurdek, 1994;disengagement, Laursen et al., 2001;Rodríguez-Ruiz et al., 2015;withdrawal, Ferrar et al., 2020); and compliance, which involves disengagement from conflict via giving in without defending one's position (see Kurdek, 1994;Branje, 2008;). Based on the theory of conflict management that posits two axes of conflict management strategies, that is, positive vs. negative and engaging vs. disengaging (Laursen, 1993), we chose a measure that has basic dimensions that reflect this theory. ...
... . Conflict management strategies from childhood to adulthood Which conflict management strategies are used changes over time, from childhood to adulthood, paralleling youths' cognitive and emotional development, increases in perspective taking, and diversification of social environments from childhood until early adulthood (e.g., Smetana et al., 1991). Compromise and negotiation require abstract cognitive skills such as empathy and perspective taking, and surface later during development, replacing the coercive strategies (e.g., Laursen et al., 2001). In relationships with peers, the use of coercive conflict management decreases with age , making place for negotiation and disengagement in late adolescence . ...
Close interpersonal conflicts between parents and children, marital or romantic partners, and between friends are common, and adjustment in youth and adults depends on how these conflicts are managed. While conflict management is important for relationships and adjustment, the structure of conflict management in adults or in youths has rarely been examined. Knowing how conflict management is structured, and whether this structure changes with age and relationships, is important to understanding what factors influence the development of conflict management skills, and how to intervene. In the current study, we explored the unidimensional vs. multidimensional structure of conflict management in family relationships, friendships and romantic relationships across adolescence and adulthood. The sample consisted of 497 Dutch adolescents (57% boys, Mage = 13.03, SD = 0.46, 11–15 years old) who were followed over 11 years in 9 measurement waves, and their parents, siblings, best friends (six waves), and romantic partner (three waves). First-order factor analyses (CFA) showed that the structure of conflict management is similar for adolescents and adults, across relationships. The results of second-order models, including the theoretical higher dimensions positive/negative conflict management and engagement/disengagement, showed no support for these higher dimensions. The results of bifactor models showed differences between adults and youths: while positive problem solving was part of the general factor of conflict management in adults, it was not part of this general factor in adolescents. The general factor was linked to increases in internalizing and externalizing problems, and with decreases in prosocial behavior. Overall, the bifactor models increased the interpretability and validity of the conflict management measure.
... A bibliometric analysis of family conflict resolution has been done, which shows that the use of negotiation and compromise strategy increase during adolescence Holiday planning (Laursen et al., 2001). A sparse study has been identified, providing trivial empirical evidence for the adolescents' use of positive problem-solving strategies. ...
... The use of a withdrawal strategy primarily results in either unresolved or resolved conflicts, depending on the situation (Ure~na et al., 2015;Daniel et al., 2022). The developmental change in adolescents is accompanied by disengagement and withdrawal strategies as adolescents keep themselves away from conflict (Laursen et al., 2001;Rodriguez-Rivas et al., 2022). In stepfamilies, adolescents usually respect their step-parents. ...
Abstract
Purpose - The paper investigates the effect of parent-adolescent conflict in step vs. biological families on family communication patterns and the conflict resolution strategy adopted by adolescents during family destinations or holiday planning (where to visit?).
Design/methodology/approach - The literature on family conflict (i.e., parent-adolescent conflict) and the different types of families (step vs. nuclear) supported our proposed framework. The survey was conducted in the Indian subcontinent with a sample size of 437 adolescents. SPSS 22.0 was used for factor analysis (exploratory and confirmatory factor analysis), and SEM (structural equation modelling) was used through AMOS 26.0 for data analysis.
Findings - Significant relationship was observed between the types of families (step and biological), FCP (family communication pattern), and the resolution strategy chosen by Indian adolescents. Adopting a resolution strategy by adolescents in both families depends on the type of FCP in the family. Adolescents in stepfamilies have socio-oriented FCP and use "positive problem solving" and "conflict withdrawal" as a resolution strategy. In contrast, adolescents in biological families have concept-oriented families and use "conflict enhancement" as a resolution strategy. It has also been found that adolescents who fall into high-stress categories used conflict enhancement strategies. In contrast, those who fall under low-stress categories used positive problem-solving and withdrawal strategies.
Practical Implications - This study will add a new chapter to adolescents' decision-making literature in line with the previous research. It has practical implications for tourism marketers, academicians/researchers, and policymakers. Marketers can segment adolescents into step vs. biological families, and the choice of resolution strategies may introduce efficient and competent marketing strategies and promotional campaigns.
Originality/value - This study favours that family type is a robust construct to predict adolescents' choice of resolution strategy. So, it is one of the most influential variables in adolescents' resolution strategy adoption.
Keywords - Family; communication pattern; conflict; resolution strategy; destination; India
Paper type - Research Paper
... It costs money, and those costs can be calculated using wasted time, bad decision lost employees." Laursen et al., (2001) averred that there are productive and destructive conflicts. ...
... The non-coercive strategy involves persuading and requesting by giving the conflicting partner reasons to support other party's opinion or request. Coercive strategies involve violating standard guidelines for ethical communication, which includes aggressive communication that arouses partners emotions, insults, profanity and even yelling and by use of threats to get ones way (Laursen et al., 2001). In the "win" -"loose" game, the modeling agent acts to maximize his expected utilities as an optional tradeoff between what one prefers and what he believes to be able to achieve (Grzyl et al., 2019). ...
This study was conducted to examine the contribution of Conflict management on Employee’s performance at Dar es Salaam Maritime Gateway Project (DMGP). Specifically, the study intended to identify the structure of communication flow at DMGP to establish the conflict resolution techniques at Dar es Salaam Maritime Gateway Project, and to associate practiced Conflict resolution approaches with employees’ performance in Dar es salaam Maritime Gateway Project. The study involved 45 technical staff and the sample was framed conveniently while respondents were selected purposively. The data was coded then analyzed through SPSS. The findings have revealed that employees’ fear to speak out their inner concerns to supervisors because of insecurity of their job despite having a chance to express their opinions. It was also relieved that; interpersonal conflicts were predominantly solved by involving the conflicted. Workers at DMGP prefer more settling their issue with their immediate supervisor than third parties. Also, the training and development offered at DMGP has significantly contributed to the performance of employees in different departments. Generally, it was revealed that conflict management has significant contribution to employees’ performance. The study recommends to managers to enhance interpersonal relationships amongst co-workers to inculcate trust, unleash communication and consequentially boost morale of the employees.
... Subordination of self to attain relationship goals is an important way that partners demonstrate compatibility, because reciprocity assumptions are built on partner need satisfaction. Across late childhood and early adolescence, there is a growing realization that the success of relationships and groups sometimes requires individual sacrifice (Laursen et al., 2001). Sacrifice that comes in the guise of cooperation and compromise enhances compatibility. ...
... Differences are a primary source of disagreement between friends, because they threaten to undermine compatibility. Whenever there is conflict, there is the potential for negative affect, which is highly disruptive to ongoing social interactions (Laursen et al., 2001). For this reason, adolescents take great pains to avoid coercive conflict interchanges. ...
Compelling evidence demonstrates that peer influence is a pervasive force during adolescence, one that shapes adap-tive and maladaptive attitudes and behaviors. This literature review focuses on factors that make adolescence a period of special vulnerability to peer influence. Herein, we advance the Influence-Compatibility Model, which integrates converging views about early adolescence as a period of increased conformity with evidence that peer influence functions to increase affiliate similarity. Together, these developmental forces smooth the establishment of friendships and integration into the peer group, promote interpersonal and intragroup compatibility, and eliminate differences that might result in social exclusion.
... O conflito é um componente inerente e necessário, de crescimento e de mudança, na dinâmica do desenvolvimento social (Berndt & Ladd, 1989;Laursen, Finkelstein, & Betts, 2001;Valsiner & Cairns, 1992) e faz parte da aprendizagem da relação com os outros viver a experiência de conflito com os pares. As capacidades de iniciativa e de interação social desenvolvem-se desde o nascimento, gerando compreensão do mundo social e servindo de modelo na construção de futuras relações ao longo da vida (Hohmann & Weikart, 2011;Wittmer, 2008Wittmer, , 2012. ...
... Os contextos de educação de infância devem desempenhar um importante papel na formação e orientação das interações das crianças, sendo crucial uma intervenção precoce ao nível das situações de conflito, de modo a promover um comportamento pró-social, neutralizando respostas violentas e descontroladas (Sastre & Moreno, 2002). Isto porque, dificuldades sociais na infância podem originar um fenómeno de ciclo recursivo (Katz & Chard, 2009), pelo qual o indivíduo adquire um dado padrão de comportamento e as reações que provocam (de aceitação ou de rejeição) tendem a levar ao mesmo comportamento (Laursen, Finkelstein & Betts, 2001), correndo o risco de desenvolver desadaptações de vária ordem, na adolescência e vida adulta. Torna-se, pois, crucial ajudar as crianças a aprender formas não agressivas de resolver os seus conflitos, através de processos alternativos de resolução de conflitos, e o educador desempenha aqui um papel de extrema importância na interação e relações entre pares, nomeadamente pela mediação de conflitos (Singer, 2002). ...
Na educação é imperativa a abordagem transversal dos Objetivos de Desenvolvimento Sustentável (ODS), passando pelo acesso a uma educação inclusiva, de qualidade e equitativa, que promova saberes básicos dos cidadãos do século XXI, tais como a cidadania ativa e a gestão e resolução de situações problemáticas e conflitos.
O conflito é uma das bases relacionais pelas quais o dinamismo e a criatividade se desenvolvem e importa não o diabolizar como fenómeno a controlar e evitar. Através dele manifesta-se a diversidade e expressa-se a singularidade que tanto apreciamos quando valorizamos a pluralidade e quando defendemos a inclusão, a equidade e a democracia como princípios de construção edificadora das nossas sociedades.
Nos estudos apresentados pretendeu-se evidenciar a compreensão do fenómeno do conflito entre crianças, procurando refletir conjuntamente com as educadoras sobre a importância da promoção da gestão/mediação de situações de conflitos enquanto oportunidades de aprendizagem de princípios e valores de atuação, conducente a uma progressiva cultura de mediação e de paz.
... En cuanto a la edad, el grupo de menor edad (9-10 años) hace uso en mayor medida de estilo pasivo y estilo agresivo en la resolución del conflicto, en relación al grupo de mayor edad (11-12 años). Nuestros resultados podrían indicar una evolución de los estilos de resolución del conflicto hacia estilos más de compromiso y colaborador (Laca et al., 2006;Laursen et al., 2001), que puede ser considerado en el diseño de los programas de prevención. ...
... Desde este posicionamiento, existe una dicotomización de lo masculino y lo femenino que da lugar a la creación de esquemas de género, constructos cognitivos que se interiorizan desde la primera infancia, con características diferenciales y exclusivas para mujeres y hombres, que resultan determinantes para el desarrollo de los mismos. Por ello, unos y otros procesarán la información de distinto modo, llevándolos a vivencias distintas de unos mismos eventos(Bem, 1981(Bem, , 1983.En cuanto a la edad, los resultados encontrados son contradictorios, algunos estudios no encuentran diferencias(Garaigordobil et al., 2016;Garaigordobil y Maganto, 2011), frente a otras investigaciones que informan de un cambio evolutivo hacia estilos más cooperativos(Laca et al., 2006;Laursen, Finkelstein, y Townsend, 2001), especialmente cuando se implementan programas para desarrollar la capacidad de resolver conflictos durante la infancia y adolescencia(Marcos, Sanmarco, González- Pértega, Pagola y Novo, 2020;Sandy, 2014). ...
The literature has analyzed conflict on the basis of its cognitive and emotional nature, in
the natural context of human relationships and has focused on the study of conflict
resolution and management styles, from different fields (e.g. family, organizational,
community or educational). In particular, from the educational field, a relationship
between cooperative styles and mental health has been described, as well as between
aggressive styles and antisocial or criminal behaviour. However, his role is less well
known from an evolutionary and gender perspective at primary education levels. That
is why this study was planned in which the ERCI was applied as a conflict resolution
style measure to a sample of 202 participants (100 girls and 102 boys), aged between 9
and 12 years (M = 10.75; SD = 0.87). The results reflected significant differences in
gender and age, with younger males and children showing an aggressive style on
conflict resolution. Results are discussed taking into account the importance of fostering
skills in students to develop a positive style of conflict management.
... Shantz defines conflict as "a state of discordant goals or behavior" (1987), distinguishing it from aggression, which may not always result in negative outcomes (Popadić, 2022). Researchers consistently use this definition (e.g., Laursen, 2001;Ferrar et al., 2022), but often focus primarily on negative consequences (Magson et al., 2021). Laursen's meta-study (2001) serves as a foundation for studying adolescent conflict, suggesting that conflicts are often examined through real or hypothetical scenarios using questionnaires (e.g., Canary, 1988) or observer coding (e.g., Lieber, 1994). ...
Scepticism towards science has become an important topic in recent times. The aim of this study was to determine the extent to which this scepticism can be explained by cognitive styles. Previous research has attempted to link certain individual differences (e.g. religiosity, conservatism, conspiracy thinking) to pseudoscientific beliefs. Theoretical frameworks have attempted to outline several factors that influence anti-scientific attitudes. Cognitive styles have usually taken a minor role as one of the factors. We propose that basic cognitive styles represent earlier antecedents of antiscientific beliefs. Participants completed the following cognitive style measures: Actively Open-Minded Thinking, Need for Cognition, Dickman’s Impulsivity Inventory, and the Decision Style Scale. Finally, participants completed the Scepticism toward the Scientific Method Scale (SMSS). Multiple linear regression with the SSMS as a criterion and cognitive style measures as predictors showed that the overall model explained 24% variance. Measures of intuitive and dysfunctional impulsive thinking were positive predictors of scepticism. The tendency towards open-minded thinking and functional impulsivity were negative predictors. These results show that a significant proportion of the variance in antiscientific attitudes can be explained by focusing only on cognitive styles.
Keywords: scepticism towards science; cognitive style; conspiracy mentality
... Shantz defines conflict as "a state of discordant goals or behavior" (1987), distinguishing it from aggression, which may not always result in negative outcomes (Popadić, 2022). Researchers consistently use this definition (e.g., Laursen, 2001;Ferrar et al., 2022), but often focus primarily on negative consequences (Magson et al., 2021). Laursen's meta-study (2001) serves as a foundation for studying adolescent conflict, suggesting that conflicts are often examined through real or hypothetical scenarios using questionnaires (e.g., Canary, 1988) or observer coding (e.g., Lieber, 1994). ...
Previous research of individual differences in metacognition has not provided a clear answer as to which personality traits predict metacognitive judgments. There is some evidence to suggest self-confidence together with extraversion, agreeableness, and openness represent robust predictors. But it seems results depend on the type of cognitive task being assessed. Our aim was to determine how much variance in metacognitive judgments in two general cognitive tasks can be explained by the Big Five personality traits. Participants completed the IPIP 50 personality inventory, 11 matrix reasoning, and 14 number series tasks. The tests were followed by two assessments; their own performance as well as that of an average participant. Hierarchical regression analyses were conducted with performance (number of correct responses) in the first and personality factors in the second step as predictors for two indicators – self-assessed performance and self-evaluation relative to others. Similar results were obtained for both metacognitive parameters. Performance was a positive predictor with personality explaining more variance in total with extraversion being a positive, and agreeableness a negative predictor.
Keywords: metacognition; reasoning; personality; metacognitive judgments
... Second, as children age, their focus shifts from playing and leisure activities to emotionally supportive relationships, valuing qualities like mutual support, understanding, and empathy (De Geode et al., 2009). Third, maturing social and emotional skills equip children to better manage friendship complexities, enhancing communication and conflict resolution (Laursen et al., 2001;Reindl et al., 2016). Last, increased autonomy from parents in adolescence corresponds with a greater reliance on friendships for emotional support, deepening intimacy levels (Furman & Buhrmester, 1992;Morris et al., 2007). ...
Friendship quality is closely associated with mental health of children and adolescents, making its assessment crucially important for monitoring healthy development. While the Network Relationship Inventory-Social Provisions Version (NRI-SPV) is a well-established instrument to assess quality of interpersonal relationships, its psychometric properties have been tested mainly in Western cultures. Considering the specificity of friendship as compared to interpersonal relationships in a broader sense, and the understanding towards friendship may vary across cultural contexts, this study examined the psychometric properties of a 15-item NRI-SPV (NRI-SPV-15) among 2,111 Chinese children and adolescents (1,125 boys and 986 girls; aged 8 to 17 years). Exploratory and confirmatory factor analyses supported a hierarchical model. The model encompasses four first-order factors—companionship, intimacy, instrumental aid, and affection—that load onto a second-order factor of friendship support presenting positive interactions; besides, a separate friendship conflict factor captures negative interactions in friendship. The instrument demonstrated strong measurement invariances across genders and developmental stages (childhood vs. adolescence), as well as satisfactory reliability and validity evidenced by internal consistency and criterion validity indexed as significant prediction on children and adolescent school engagement. Consequently, the NRI-SPV-15 emerges as a valid self-report measure for assessing perceived friendship quality among Chinese youth, offering a valuable tool for monitoring healthy child and adolescent development.
... However, empirical evidence reveals a complex interplay between age, relationship, and methodology in the use of conflict resolution strategies over time. Specifically, in the case of conflicts with friends, while compromise becomes the desired strategy, coercive strategies are used with greater frequency (Laursen et al., 2001). ...
Eighty 9-to 11-year-old children provided information about a recent conflict they had had with a friend through open-ended interviews in a replication study. Of the thirteen different strategies identified from children's descriptions of their conflicts, assertion, discussion, and conventional strategies were the most frequently used strategies. Data were reduced using correspondence analysis (CA) which yielded eight strategies. There was some concordance in strategy use by the children in conflict such that children responded to reasoning with reasoning, non-action was met with conventional strategies and aggression with external intervention. Data revealed the use of strategies not found in the original study in the United States. We discuss these findings and suggest directions for future investigations.
... Finally, the total negative mediation of self-esteem was verified in the association between using negotiation (victimization) as a problem-solving strategy and aggression related to social exclusion and verbal aggression in bullying. These results are consistent with those found in previous studies, so negotiation, as a problem-solving strategy, solves problems in peer relationships [93]. This "cooperative solution of sibling conflict and a general sense of goodwill between siblings certainly can enhance children's adjustment" [58] (p. ...
In the context of the existing research on families, sibling violence is a less explored area. However, it has seemingly received more attention recently, and it can assume a relevant role in understanding the maladaptive behavior of youngsters and bullying. Additionally, adolescents involved in bullying and self-esteem are associated with disruptive violence inside the family context. This study’s sample consisted of 286 students, aged between 12 and 17 years, from both sexes. This study intends to explore the association between sibling violence and bullying behavior in peers and the mediator effect of self-esteem. The measures for data collection were a demographic questionnaire, the Social Exclusion and School Violence Questionnaire, The Revised Conflict Tactics Scales (Portuguese version for siblings), and the Rosenberg Self-Esteem Scale. The results show a negative effect between negotiation in the sibling relationship (victimization) and social exclusion and verbal aggression related to bullying behavior. Self-esteem represents a total and negative mediator in this connection. Our results also show a variety of indirect outcomes amongst the negotiation dimension, psychological aggression and injury between siblings, and the social exclusion and verbal aggression dimensions (on the aggression and victimization scales). The results will be discussed according to the attachment theory but considering the importance of affective bonds with siblings as a predisposing factor to an adaptive development course.
... Note: These statements were used in the instrumentation using an interpersonal conflict context involving a roommate scenario. This scenario was developed because metaanalytical literature reviews suggest that roommate conflict is a common interpersonal conflict experience amongst undergraduate students (Erb et al., 2014;Laursen et al., 2001). In the scenario, the roommate thinks that the participant is not doing their fair share in cleaning up their room and when receiving the different statements during the conflict interaction, participants needed to indicate their communicative reaction (e.g. ...
Purpose
The purpose of this study is to extend Bippus and Young’s (2005) study and examine the effectiveness of the “I-you,” “I,” “You,” “We,” “But” and Question-based “Why” statements from Winer’s (2021) verbal coding program of conflict management using Bandura’s (1977) social learning theory (SLT).
Design/methodology/approach
Mixed methods were used using 175 university students from Texas and New York. A cross-sectional convenience sampling approach was conducted. Survey data was collected using Qualtrics.
Findings
Descriptive results demonstrated that the “We” statement was the most passive, the “I-you” statement was the most assertive and the “But,” “I,” “You” and Question statements were perceived to be aggressive. In addition, assertive “I-You” statements were perceived to be more effective in resolving the conflict and maintaining a relationship, whereas aggressive statements were less likely to resolve the conflict and maintain the relationship. Qualitative themes also support the “I-You” statement as the most assertive, while the “But,” “You” and “I” statements were found to be the most aggressive statements.
Practical implications
Implications and applications are discussed to stimulate future research among researchers and practitioners when addressing conflict. Being aware of the verbal statements that de-escalate conflict may be helpful in solving conflict in interpersonal, family and professional relationships. Future trainings can adopt effective verbal statements to resolve conflict when experiencing anger issues. Future research can continue to investigate verbal communication statements using SLT to help practitioners and managers address conflict in interpersonal relationships.
Originality/value
This study examines verbal statements in relation to communication styles and conflict management.
... Another aspect that deserves to be highlighted is the effectiveness of the instrument used, given that from adolescence onwards (with the improvement of cognitive skills) the most prevalent strategy is negotiation (Laursen et al., 2001). However, observational techniques, which require real social skills, reveal a much greater use of coercive techniques. ...
The public concern about school violence paints a threatening picture of students and overall relations at school, particularly in Secondary Education. However, from a constructive conflict resolution perspective as well as from student-voicing points of view, an analysis free of adult bias seems crucial to ensure the proper management of school conflicts. Hence, research has been conducted, applying situational questionnaires to 1768 pupils and 211 teachers from 16 Spanish Compulsory Secondary Education (ESO) schools in the Canary Islands and Asturias to better understand conflict resolution strategies and goals. Results showed that students are more frequently inclined to choose an Integrative and Discomfort-Avoiding coping style, advocating for Long-term goals, whereas their teachers primarily opted for coercive techniques (verbal and emotional abuse) and Short-term goals. The study concluded that students presented more constructive solutions to conflicts than teachers, underlining the need to educate teachers in these matters to improve their management of conflicts and become models for constructively addressing conflicts in the classroom.
La alarma social generada en torno a la violencia escolar dibuja una imagen violenta del alumnado y de la convivencia escolar, especialmente en Secundaria. Sin embargo, desde la perspectiva positiva del conflicto y de la voz del alumnado se hace necesario un análisis libre de sesgos adultos acerca de la gestión de los conflictos escolares. Por ello, se analizaron las estrategias y metas de resolución de conflictos aplicando cuestionarios situacionales a 1768 estudiantes y 211 docentes de 16 centros escolares de Educación Secundaria Obligatoria (ESO) españoles de las comunidades de Canarias y Asturias. Los resultados indicaron que el alumnado eligió con más frecuencia el estilo Integrador y Evitador del Malestar y se mostró más de acuerdo con Metas a Largo Plazo, mientras que su profesorado se decantó más por técnicas coercitivas (violencia verbal y emocional) y Metas a Corto Plazo. Se concluye que el alumnado manifiesta soluciones más constructivas ante los conflictos y se subrayan las necesidades formativas del profesorado para mejorar su gestión ante los conflictos y servir de referente para su resolución de forma positiva.
... This conceptual model highlights how individual factors interact with the immediate context to influence gender-typed behaviors and how this process is influenced by the broader or more distal interpersonal developmental processes. relationship conflict, and adulthood stress and coping (for reviews, see Coats et al., 2014;Eldridge & Christensen, 2002;Laursen et al., 2001;Seiffge-Krenke, 2011;Strough & Keener, 2014). In addition, our approach is consistent with a social constructionist approach to gender (Deaux & Major, 1987), which emphasizes how people do gender are learned in childhood and varies according to the immediate social context in ways that interact with individual characteristics, such as gender and sexual identity. ...
We experimentally investigated the influence of sexual orientation, gender, relationship type, and partner gender on emerging adults’ gender-typed conflict management strategies. Our 2 Participant Gender (between-subjects) x 2 Sexual Orientation (between-subjects) x 3 Relationship Context (within-subjects) mixed factorial design addressed whether findings of prior research (Keener & Strough, 2017) with heterosexual emerging adults generalized to Lesbian, Gay, Bisexual, and Queer/Questioning (LGBQ) men and women. Participants ( N = 227; LBQ women = 49; GBQ men = 33; heterosexual women = 70; heterosexual men = 75) were emerging adults from the United States. They read hypothetical conflict scenarios and rated their likelihood of using communal/other-focused or agentic/self-focused strategies. Endorsement of agentic strategies varied depending on sexual orientation, participant gender, and relationship type. However, endorsement of communal strategies only varied by participant gender and relationship type. Our findings support social contextual developmental approaches emphasizing that individual and contextual factors interact to influence gender-typed behavior.
... It is also possible that, with age, individuals develop better conflict-resolution strategies that allow them to ease tensions within the couple (Smith et al., 2009). Laursen et al. (2001) showed that, unlike adolescents, emerging adults tended to resolve conflicts with their romantic partners more through negotiation strategies than through coercion or some form of disengagement. ...
Romantic relationship qualities are likely to change from adolescence to adulthood. Therefore, we undertook a longitudinal study to examine changes in satisfaction, intimacy, and conflict over this period by simultaneously testing the effects of age, relationship length, and their interaction. These qualities were measured at nine-time points from ages 16 to 30 in a Canadian sample of 337 participants (62.9% women) who reported being in a romantic relationship at least once over this period. The results of multilevel analyses show that satisfaction, intimacy, and conflict decline with age but increase with relationship length. Moreover, age and relationship length were found to have a significant interactive effect on satisfaction and intimacy.
... As children mature, their experience in interacting with peers increases, and their social skills get improved (Chen et al., 2001;Sheehan and Wheeler, 2012). Then, they are able to display better resolution strategies and are more inclined to use strategies such as cooperation and negotiation (Ohbuchi and Yamamoto, 1990;Laursen et al., 2001). ...
Peer conflicts commonly happen in children’s daily interaction, and strategies they employed to deal with the conflicts have an impact on peer conflict resolution. It has been illustrated that children’s understanding of emotion plays an important role in social communication. However, there is little research focusing on the relation between emotional comprehension and peer conflict resolution strategies. In this study, 90 children of 3 to 6 finished the Test of Emotional Comprehension, and their preschool teachers were required to complete the Conflict Resolution Strategy Questionnaire, which scored each child’s conflict resolution strategies. The results showed that: (a) the preference of conflict resolution strategies differed in age, and girls tended to adopt positive strategies; (b) children’s emotional comprehension grew with age; and (c) children’s conflict resolution strategies and emotional comprehension were closely related. Children’s emotional comprehension can positively predict the overall conflict resolution strategies and negatively predicted negative strategies, whereas mental emotional comprehension can positively predict positive strategies. The factors affecting children’s emotional comprehension and conflict resolution strategies, and their relationship were discussed in depth.
... It is also possible that, with age, individuals develop better conflict-resolution strategies that allow them to ease tensions within the couple (Smith et al., 2009). Laursen et al. (2001) showed that, unlike adolescents, emerging adults tended to resolve conflicts with their romantic partners more through negotiation strategies than through coercion or some form of disengagement. ...
Romantic relationship qualities are likely to change from adolescence to adulthood. Therefore, we undertook a longitudinal study to examine changes in satisfaction, intimacy, and conflict over this period by simultaneously testing the effects of age, relationship length, and their interaction. These qualities were measured at nine-time points from ages 16 to 30 in a Canadian sample of 337 participants (62.9% women) who reported being in a romantic relationship at least once over this period. The results of multilevel analyses show that satisfaction, intimacy, and conflict decline with age but increase with relationship length. Moreover, age and relationship length were found to have a significant interactive effect on satisfaction and intimacy.
... Self-regulation and its subserving neural mechanismslikely necessary for the effective management of conflict-are not fully developed until early adulthood (Casey, 2015;Steinberg, 2017;Zelazo & Carlson, 2012). Additionally, adolescents may only gradually acquire effective conflict management skills in romantic relationships with repeated participation in couple conflict (Furman & Shomaker, 2008;Laursen et al., 2001). Thus, early experiences with couple conflict may be a crucible in which conflict management behaviors in romantic relationships, effective or ineffective, are shaped. ...
We conducted an observational study of a collection of interactive processes known as “demand‐withdraw” in relation to adolescent dating aggression. Couples (N = 209) aged 14–18 years participated in a challenging observational laboratory assessment to measure demands (i.e., pressures for a change), as well as demand → partner withdraw and demand → partner avoid sequences. Actor and partner effects were disentangled via dyadic data analyses. The results indicated a fairly consistent pattern in which demand → withdraw and demand → avoid sequences led by either partner were positively associated with both partners' physical and psychological aggression (measured via a dual informant questionnaire method). Further, higher quality demands (i.e., pressures for change that were specific and encouraged both members of the dyad to increase a given behavior) were inversely associated with aggression. Yet, all of the above associations were attenuated to the point of statistical nonsignificance after controlling for hostility. These results suggest two primary possibilities. The associations of demand → withdraw and demand → avoid sequences with dating aggression may be spurious, with the sequences merely markers for hostility, a known correlate of dating aggression. Alternatively, hostility may mediate the relations of demand → withdraw and demand → avoid sequences with dating aggression. Further research is required to test these competing explanations. Implications for preventive intervention are discussed.
... Novel negotiation and conflict resolution skills may be needed for adolescents to effectively navigate the potential disappointments, disagreements, or other forms of conflict that may arise in intimate friendships (Laursen et al., 2001). ...
Informed by theories of interpersonal development, this study evaluates whether two known threats to psychosocial health – exposure to family violence (EFV) and early sexual engagement (ESE) – are associated with adolescent girls’ intimacy development with close same-sex friends. A sample of metropolitan-area, mostly Black and African American (77%) girls (N = 93; Mage = 12.5) provided three waves of longitudinal data over 18 months (T1 – T3), spanning early to middle adolescence. Multilevel models were used to examine changes in girls’ close friendships, including the number of closest same-sex friends and quality of best same-sex friendship. Cumulative EFV and ESE by T1 showed different patterns of association with growth in these two areas of intimacy development. Girls with low EFV had more closest same-sex friends at T1 than girls with high EFV and showed a reduction in the number of closest friends from T1-T3. The comparatively low number of closest same-sex friends reported at T1 by girls with high EFV remained relatively unchanged over time. EFV was unrelated to best friendship quality. ESE by T1 predicted changes in both the number of closest same-sex friends and quality of best friendships over time. For girls with less extensive ESE at T1, the number of closest same-sex friends and the quality of girls’ best friend relationship remained relatively unchanged over time. Girls with more extensive ESE at T1 showed a decrease in the number of closest same-sex friends and an increase in negative friendship quality from T1-T3. ESE was unrelated to change in positive friendship quality. Same-sex friendships are often examined as a predictor of interpersonal and psychosocial outcomes for youth or as a mid-late adolescent outcome to explore. The current findings highlight the potential for childhood exposure to family violence and precocious sexual engagement to disrupt same-sex intimacy development during a critical developmental period. Eliminating interpersonal violence, systemic violence, and related precocious sexual engagement is important for promoting girls’ positive intimacy development. Use of a systems approach is needed to continue to examine transacting patterns of intimacy development among girls’ familial, close friend, and romantic and sexual relationships.
... In another study, Schulman et al. (2006) have found three conflict resolution style: integrative, downplaying and conflictive among adolescent. In the meta-analysis study, Laursen et al. (2001) found that three conflict resolution strategies (negotiation, coercion, disengagement) are prevalent among children and young adults. They noted that coercion is a more prevalent conflict resolution among children, while negotiation is commonly used by young adults. ...
This study is intended to shed light on broader question of which conflict resolution strategies are most effective in married life, with a special focus on the effectiveness of five conflict resolution styles (Integrative, avoidance, distributive, verbal aggression and physical aggression). Extant literature within this domain has produced mixed findings. A total of 350 married dual-earner academicians were taken as the sample for current study and purposive sampling technique was used. Results showed that there was a significant difference between men and women in terms of the conflict resolution styles, with women being more likely to use an integrative style, while men were more likely to use an avoidance, distributive, and verbal aggression conflict resolution style. There was also a significant difference between men and women in terms of the marital satisfaction, with women being more likely to report the higher levels of satisfaction. Integrative and avoidance styles were found to be positively related to marital satisfaction while distributive and verbal aggression styles were found to be negatively related. Physical aggression was not found to be a predictor of the marital satisfaction.
... In addition, it may have been logical to expect that the interpretation that a friendship is unviable (i.e., "I could never be friends with this person") would be highly (and negatively) related to how easily resolvable the issue was perceived to be (i.e., "This person and I can easily make-up"), however we observed that unviable and resolvable interpretations were only moderately correlated and a measurement model that kept unviable interpretations separate from resolvable interpretations better fit the data (See Table 3 in Supplementary Materials). Although friends are more likely to report conflict resolution compared to non-friends (Newcomb & Bagwell, 1995), youth often resolve conflicts with acquaintances or nonfriends via negotiation rather than through coercion and disengagement (Laursen et al., 2001), suggesting that positive conflict resolution strategies do not only occur in the friendship context. Furthermore, a small portion of youth seek revenge in disagreements, even with friends (Rose & Asher, 1999). ...
This study examined cultural specificity in how interpretations about peer provocation are associated with revenge goals and aggression. The sample consisted of young adolescents from the United States (369 seventh graders; 54.7% male; 77.2% identified as White) and from Pakistan (358 seventh graders; 39.2% male). Participants rated their interpretations and revenge goals in response to six peer provocation vignettes and completed peer nominations of aggressive behavior. Multigroup structural equation models (SEMs) indicated cultural specificity in how interpretations were related to revenge goals. Interpretations that a friendship with the provocateur was unlikely were uniquely related to revenge goals for Pakistani adolescents. For U.S adolescents, positive interpretations were negatively related to revenge but self-blame interpretations were positively related to vengeance goals. Revenge goals were related to aggression similarly across groups.
... (1) peace education integrated into the school curriculum, (2) constructive conflict resolution exercises, and (3) peer mediation and negotiation (Gerstein & Moeschberger, 2003). As a result of using conflict resolution models, children are better able to resolve disputes constructively, become more prosocial, and avoid becoming victims of violence (Laursen et al., 2001). ...
This paper discusses the idea of religious moderation addressed for peace in Indonesia. This paper is a library research through reference sources on the concepts of religious moderation and peace circulating in Indonesia's new tradition of literacy. This paper concludes that the Indonesian people who have religious diversity need visions and solutions that can build harmony and peace in religious life, especially by using religious moderation to accept different views, and without falling into intolerance, radicalism, and extremism. The goal of religious moderation is to find a middle ground between the two extremes of religion, and to do so peacefully. On the one hand, there are religious fundamentalists who insist that only one religious scripture reading is correct and view all those who disagree as heretics or even infidels. This ultra-conservative group is still reasonably influential, especially in urban areas.
... At the same time, adolescents' self-regulatory capacities are not fully mature (Zelazo & Carlson, 2012), lending a "peculiar intensity" to their relationships (Collins, 2003, p. 2). Partner conflict presents a new set of challenges for adolescents to navigate (e.g., emotional intensity, intimacy, and sexual jealousy), requiring skills that may only gradually emerge through repeated experiences (Furman & Shomaker, 2008;Laursen et al., 2001). ...
In a study of conflict recovery and adolescent dating aggression, 14‐ to 18‐year‐old couples (N = 209 dyads) participated in a 1‐hr observational assessment. Negative behavior was observed during conflict‐evoking “hot” tasks and in a “cooldown” task. Physical and psychological dating aggression were assessed via questionnaires. Negative behavior measured in the cooldown task was not associated with dating aggression after controlling for carryover effects of negativity from the hot to cooldown tasks. Moreover, cooldown negativity moderated the associations of hot task negativity and dating aggression. Actor and partner effects were disentangled via dyadic data analyses. Given the paucity of observational studies of dating aggression, our findings are an important contribution to the literature and in need of replication and extension.
... No compensatory effects were observed for conflict with the best friend. While unexpected, research showed that advances in conflict resolution skills in emerging adulthood are associated with a greater capacity to accept and process the presence of conflict in close friendships (Laursen et al., 2001). Thus, the links between best friendship conflict and self-esteem might not outweigh the effects of romantic relationship features. ...
Best friendships and romantic relationships are linked to psychological
well-being in emerging adulthood, but few studies have assessed their
contribution simultaneously. This research (n = 190; 64.4% women) examined
the links between intimacy and conflict with the best friend and the romantic
partner on psychological well-being (self-esteem, depression, loneliness).
Results showed that both relationships were independently linked to
well-being, while also interacting with one another. Among participants
reporting a less intimate or conflictual romantic relationship, an intimate
best friendship was linked to higher self-esteem. Moreover, a conflictual
best friendship was related to higher depressive symptoms only among
those having a conflictual romantic relationship. Thus, best friendships and
romantic relationships show distinct and combined contributions to
well-being in emerging adulthood.
... Sibling aggression is often normalized relative to aggression in other relationships (Tucker et al., 2013), including in a clinical context (see Dirks et al., 2015). And although aggression and coercion between siblings are more common than in children's peer relationships (Dirks et al., 2019;Laursen et al., 2001), high levels of sibling aggression may nevertheless be linked to deleterious outcomes for both victims and perpetrators. In the first year of siblinghood, older children's overall level of aggression predicts antagonistic behaviors towards infant siblings (Song et al., 2016), suggesting that children's behavioral difficulties may also be manifested in their earliest interactions. ...
This chapter focuses on sibling relations in early and middle childhood, but children are acutely aware of their younger sibling from their birth, and early interaction patterns influence later development. Relationships theory posits that children's development occurs in the context of intimate and close relationships, such as with parents and siblings. Children's sibling relationships are an important influence on their developmental outcomes and a context for developing understanding of the social world. The chapter discusses features of different sibling interactions associated with individual differences in social understanding and relationship quality: teaching, play and prosocial behavior, and conflict and aggression. Prominent developmental theories (e.g., social learning, attachment) suggest that children's interactions with close family members influence their patterns of behavior, social skills, and models of relationships. Siblings play an important role in one another's development in the early years. The sibling relationship is a natural laboratory for learning about the social world.
... Their close friendships typically become more supportive and intimate, with friendships often organized within crowds with similar interests or identity characteristics (Parker et al., 2006). There are also typically improvements in abstract reasoning and self-regulation, which may enable adolescents to more effectively address conflicts with peers (Laursen et al., 2001) and reduce their aggressive behavior (Underwood et al., 2009). Adolescence is also a time characterized by heightened emotional reactivity, especially within peer relationships, which may create new challenges when interacting with peers (Nelson et al., 2005). ...
Although parent reactions to children’s negative emotions are important to the development of adolescent social and emotional functioning, there is a lack of research examining this aspect of parenting in samples that include youth with attention-deficit/hyperactivity disorder (ADHD). This study addresses this gap in the research by examining the independent effects of childhood ADHD symptoms and parent reactions to negative emotions in the longitudinal prediction of adolescent emotion dysregulation and peer problems. A sample of 124 youth (52% female) with and without clinical elevations in ADHD symptoms were assessed in childhood (8–12 years; M = 10.50) and followed up 5–6 years later in adolescence (13–18 years; M = 16.15). Path models tested the direct effects of childhood ADHD symptoms, supportive parent reactions, and non-supportive parent reactions on adolescent peer problems (friendship quality, deviant peer affiliation, peer aggression) and the indirect effects via adolescent emotion dysregulation. Emotion dysregulation mediated the effects of greater ADHD symptoms and of less parent supportive reactions on adolescent peer problems; parent reactions also independently predicted specific adolescent peer problems. Even for youth with clinical elevations in ADHD symptoms, parent reactions to children’s negative emotions may be important in understanding adolescent emotion dysregulation and peer problems.
... Adolescents from our sample indicated using constructive conflict management strategies in almost every disagreement they reported. This is consistent with prior findings suggesting that in order to preserve their relationships, adolescents tend to use more constructive strategies to manage disagreements with their dating partner than with their friends (Laursen et al., 2001). Problem-solving strategies were expected to reduce the daily probability of physical DV perpetration, but no significant associations were observed. ...
Physical dating violence (DV) is a widespread problem among adolescents. A growing body of literature demonstrates that physical DV often occurs during disagreements when partners use destructive conflict management strategies, such as conflict engagement (e.g., losing control, criticizing) or withdrawal (e.g., acting cold, being distant). However, little is known regarding how the individual daily variability on the use of destructive conflict management strategies can influence the probability of perpetrating day-to-day physical DV, especially if the other partner is also perceived as using destructive behaviors. Using an intensive longitudinal approach, the current study first aimed to examine the daily associations between the use of various conflict management strategies and physical DV perpetration in adolescent dating relationships. A second objective was to investigate if perceived partner’s conflict behaviors moderated the relation between self-reported conflict management strategies and day-to-day physical DV perpetration. A sample of 216 adolescents ( M age = 17.03, SD = 1.49) involved in a dating relationship, completed a baseline assessment followed by 14 daily diaries. Results of multilevel logistic analyses revealed that using conflict engagement strategies significantly increased the probability of day-to-day physical DV perpetration. Furthermore, the probability of perpetrating physical DV was significantly higher on days in which teens reported using high levels of conflict engagement while also perceiving their partner as using high levels of conflict engagement or withdrawal. These findings yield new insights on the daily context in which disagreements might escalate into aggression. Evidence from this study further supports the conflict escalation pattern and the demand/withdraw communication pattern in the context of adolescent dating relationships. Preventive initiatives should address the interplay of perceptions and conflict behaviors concerning physical DV perpetration.
... Conversely, their interactions with their siblings were more constructive when interactions were neutral and positive. Increasingly egalitarian sibling relationships may lend themselves to a greater use of tactics needed to resolve conflict in peer and romantic relationships (Laursen, Finkelstein, & Betts, 2001;Recchia et al., 2013). This reinforces the idea that sibling interactions are particularly important for the development of social skills needed for relationships outside the family (DeHart, 1999). ...
Early adolescents (aged 12-15) were observed during dyadic conflict discussions with their siblings ( n = 23) and mothers ( n = 32) in their homes. The verbal conflict behaviors and affect of family members were coded continuously. Sequential analyses identified temporal associations between individuals’ affect and their own and their partners’ verbal conflict behaviors. In addition, within-family and across-context similarities in behavior were examined. Results revealed that while many links between emotion and behavior were consistent with previous research (e.g., attack/assert when frowning/upset, withdraw/concede when sad), several differences emerged depending on the relationship (sibling vs. mother-adolescent) and position in the family (e.g., adolescent vs. mother). Furthermore, many within-family similarities were observed in responses to emotion, while adolescents showed few similarities in their behavior across contexts. Results are discussed in relation to the developmental context of early adolescence and family systems theory.
... For example, bullying, victimization and cybervictimization were found to be associated with emotional problems (Dooley et al., 2010;Solomontos-Kountouri et al., 2017;Stavrinides et al., 2011;Stefanek et al., 2017). Bullying and victimization were also found to be related to various peer-related problems like rejection (Cook et al., 2010;Laursen et al., 2001); and bullying, victimization, cyberbullying, and cyber-victimization were found to be associated with poor academic performance (Cook et al., 2010;Kljakovic & Hunt, 2016;Solomontos-Kountouri et al., 2017;Stavrinides et al., 2011). ...
Peer group integration is a crucial acculturative goal for immigrant adolescents who, in order to reach this goal, may use bullying and/or aggressive behavior. The present study aims to explore the underlying aggression motives by investigating the importance of three motives (anger, power, and affiliation) for five different forms of aggressive behavior (bullying, cyberbullying, physical, verbal, and relational aggression) in three groups of adolescents (non‐immigrants, first‐generation and second‐generation immigrants) in Cyprus. The sample consists of 507 non‐immigrant Greek Cypriots, 149 first‐generation and 93 second‐generation immigrants (age M = 16.1, SD = 0.39; range 15–19; 52% female). Data was collected via validated self‐report scales. In line with our hypotheses, latent means and covariances structure (MACS) models revealed that the affiliation motive was a stronger predictor for all five forms of aggressive behavior among first‐generation immigrant adolescents indicating that the need to belong is especially important for their acculturation. The practical importance of these findings for better integrating newcomer immigrants in schools and aggression prevention are discussed.
... Research in early childhood settings shows that conflict helps children develop the ability to co-operate and share Singer 2003, Licht, Simoni, andPerrig-Chiello 2008) and that it is important in group and friendship formation. Among toddlers, conflict can facilitate the use of speech, is central to identity formation, and engaging in conflicts helps children learn about the greater social order (Laursen, Finkelstein, andBetts 2001, Dalli 2003) At the same time psychological research on conflict has characterised it as the opposite of co-operative behaviour, as undesirable and perhaps best avoided, or at worst as antisocial and destructive (Bateman and Church 2008). But to see any behaviour as a priori prosocial or antisocial would be to limit our ability to question beyond its surface elements and its possible antecedents; it removes behaviour from the larger social context that might help explain it. ...
Using the concept of a trajectory, we trace one child’s negotiation of his sense of belonging within his early childhood centre through analysing his participation in conflict and conflict-like interactions. Video data were gathered 2 days a week over a 6-month period from the start of his attendance at the centre. Sociolinguistic interactional analysis showed the child’s experience was one of learning and testing the norms and rules of centre life allowing him to negotiate a sense of belonging that straddled the identities of being a helper and eventually a member of the ‘big boys’ group.
Sibling relationships evolve into a more egalitarian relationship dynamic resembling friendships during adolescence, potentially facilitating the transfer of interpersonal skills across relationships. This study investigates cross-relationship associations in conflict resolution strategies with siblings and friends. Research on family-peer linkages, largely focused on White populations, often overlook the role of siblings in other ethnoracial contexts. Drawing on social learning theory, we examined mean-level differences on conflict resolution strategy use with siblings versus friends and how conflict resolution strategies with siblings were related to those with friends. Participants were older ( M = 15.48; SD = 1.57) and younger siblings ( M = 12.55; SD = .60) in 246 Mexican-origin families. Adolescents reported on their use of solution-oriented, nonconfrontational, and controlling strategies with one another and their best friends, which reflect varying considerations for oneself, others, and their relationship. Multilevel ANOVAs suggest that adolescents typically use more adaptive strategies with friends than with siblings. Actor-Partner Interdependence Models revealed significant positive associations between actor-reported conflict resolution strategies with siblings and friends, even when accounting for relationship intimacy and conflict, expressive personality characteristics, and familism values, suggesting congruence across relationships. Cross-strategy analyses indicated that controlling strategies with siblings were correlated with all strategies with friends, while nonconfrontational strategies with siblings negatively related to solution-oriented strategies with friends. These findings highlight how sibling and friend experiences shape adolescents’ interpersonal skills and suggest avenues for future research on the enduring impact on social development.
We sought to understand the school and legal experiences of “at-risk youth”. Twenty-six semi-structured interviews were conducted with Black adolescents (aged 15–19) participating in a youth program. Based on a narrative analysis, three core narratives emerged—(a) school staff and family members as motivating school success; (b) unsupportive peer relationships that “slow youth down”; (c) the occurrence and recurrence of school fights. Youth identified their families, school staff, and elementary school friends as their support network. In contrast, new high school peer relationships were identified as the underlying cause of school fights. Zero-tolerance school discipline policies enacted after a school fight (suspensions, arrests, and transfers to alternative schools) perpetuated and sustained conflict between students. Using abolition and ecological systems as a theoretical lens, this study provides a conceptual model identifying school fights as a major mechanism of the school-prison nexus and offers recommendations for school social workers.
Parenting style plays an important role in children’s externalizing behaviors. Differences in physiological regulation among children may lead to variations in whether or to what extent parenting style influences them. The present study aimed to investigate the effect of parenting styles on young children’s development of externalizing behaviors and to consider the moderating role of children’s physiological regulation (resting respiratory sinus arrhythmia [resting RSA]). Participants included 119 Chinese parent–child dyads (55 girls, T1 M age = 4.62 years, SD age = 0.27 years; T2 M age = 5.73 years, SD age = 0.29 years). At T1, parents reported their parenting styles and children’s externalizing behaviors; at T2, children’s externalizing behaviors were measured again by parental reports, and children’s resting RSA was measured. Authoritarian parenting predicted children’s development of externalizing behaviors from T1 to T2, and this effect was moderated by children’s resting RSA. For children with low resting RSA, authoritarian parenting positively predicted their development of externalizing behaviors, but no significant relation was found among children with high resting RSA. Permissive parenting was associated with children’s externalizing behaviors T1 but not with the development of externalizing behaviors from T1 to T2. The present study demonstrates the crucial role of resting RSA in early childhood and supports the diathesis-stress model by revealing that children with poor physiological regulation are vulnerable to authoritarian parenting and thus develop high externalizing behaviors.
While living with roommates in residence presents a unique set of challenges for emerging adults who are just beginning to navigate a world of adult responsibilities and are adjusting to living with an often-unfamiliar companion, conflicts become inevitable. Common sources of conflict, such as disputes over cleaning duties or noise levels, combine with still-developing conflict resolution skills to create an escalating environment of hostility that can develop into bullying if not properly addressed. However, what remains relatively understudied is how emerging adults navigate conflict management and how conflict resolution styles mitigate such household conflicts. Employing a multi-methods approach, this study utilized quantitative (i.e., questionnaires) and qualitative (i.e., short answer questions) methods to investigate the relative influence of conflict management styles and social support on roommate victimization and bullying among 804 undergraduate students aged 18–21 years old (79% female; M = 19). Multiple hierarchal linear regressions and thematic analyses were employed to analyze the data. The findings revealed that roommate compromise predicted an increase in roommate victimization and bullying, and an inverse relationship between resolving conflict with self-interest, where increased self-interest predicted lower roommate victimization and bullying. Social support was significantly inversely related to roommate bullying and victimization, such that increased social support tended to mitigate bullying and victimization. Taken in unison, these findings convey while students may believe they are compromising, whether they are requires further investigation. This work highlights the need to teach students how to manage conflict in healthy ways while verifying the continued importance of social support.
Peer conflict and its resolution are central features of children's and adolescents' peer relationships. The strategies chosen and implemented during disagreements with peers have both positive and negative consequences for individuals' social and emotional functioning as well as their future relationships. This entry reviews key theoretical approaches to explaining peer conflict (exchange theory, social interdependence, dual concern theory, and social competence). It also discusses future directions in research, theory, and methodology.
Despite broad interest in how children and youth cope with stress and how others can support their coping, this is the first Handbook to consolidate the many theories and large bodies of research that contribute to the study of the development of coping. The Handbook's goal is field building - it brings together theory and research from across the spectrum of psychological, developmental, and related sciences to inform our understanding of coping and its development across the lifespan. Hence, it is of interest not only to psychologists, but also to neuroscientists, sociologists, and public health experts. Moreover, work on stress and coping touches many areas of applied social science, including prevention and intervention science, education, clinical practice, and youth development, making this Handbook a vital interdisciplinary resource for parents, teachers, clinical practitioners, social workers, and anyone interested in improving the lives of children.
Adolescents' antisocial behavior and negative conflict management styles are each associated with adverse romantic relationship outcomes, yet little research exists on their associations. We investigated whether adolescents' antisocial behavior was associated with conflict management styles, and whether it predicted breakup 3 months later. In total, 91 adolescent couples (Mage = 16.43, SD = 0.99; 41.2% Hispanic/Latinx) participated in videotaped conflict discussions coded for negotiation, coercion, and avoidance. Actor–partner interdependence models suggest adolescents' antisocial behavior is associated with decreased use of negotiation (couple pattern) and increased use of coercion (actor pattern). No significant associations were found for avoidance. Neither antisocial behavior nor conflict management styles predicted breakup. Findings are discussed in light of the unique developmental importance of adolescents' romantic relationships.
Numerous studies have been conducted on the impact of the educational environment on children’s development in kindergarten. However, very little is known about the impact of the quality of the educational environment in kindergarten classrooms on children’s emotional development. This chapter examines, first, the nature of the educational environment from the cultural-historical and ecological perspectives. Second, it describes the stages of emotional development in preschool age. Third, it presents the results of a study on the impact of structural and processual aspects of the educational environment on the development of emotional understanding in preschool children.KeywordsClassroom qualityEducational environmentECERS-REmotion understanding
Yaşam döngüsü içerisinde birçok gelişimsel dönemden geçen bireylerin geçtikleri dönemlere ilişkin gelişimsel kriz yaratan durumlarla etkili bir şekilde baş edebilmeleri sağlıklı bir yaşamın temelini oluşturur. Maruz kalınan dönemsel değişimlerin bireyler üzerinde yarattığı gelişimsel dalgalanmalardan dolayı ergenlik dönemi hem ergenler hem de ebeveynler için birçok değişimle karşılaşılan bir dönem olarak ifade edilebilir. Bir taraftan yaşadığı değişimlere ayak uydurmaya çalışan ergenin diğer taraftan özerkleşme kapsamında ailesi ile olan ilişkilerini dengede tutmaya çalışması ebeveyn-ergen ilişkilerinin uyum içerisinde sürdürülmesi için kaçınılmazdır. Diğer taraftan çocukluktan
yetişkinliğe atılan ilk adımda ebeveynlerin çocuklarına ilişkin bakış açılarını ‘çocukluktan çıkıp yetişkinliğe geçiş yapan birey’ olarak değiştirmeleri ergene ve ergenliğe sağlıklı yaklaşım açısından oldukça önemlidir.
Farklı aile türlerinde yer alan çiftlerin yaşadıkları çatışmaları çözmek için hangi çatışma çözüm stillerini (ÇÇS) kullandıklarını ve kullanılan çözüm stillerinin eşlerin köken ailelerinin kullandığı iletişim kalıplarıyla olan ilişkisini araştırmak amacıyla tasarlanmış olan bu çalışma nicel veri toplama tekniklerinin kullanıldığı betimleyici bir araştırma niteliği taşımaktadır. Çalışmaya 2018-2019 yılları arasında Kastamonu Üniversitesinde öğrenci olarak bulunan 208 öğrencinin ebeveynleri veya yakın çevrelerindeki evli çiftler (416 katılımcı) katılmıştır. Veri toplamak amacıyla Aile İletişim Kalıpları Ölçeği ve Çatışma Çözüm Stilleri Ölçeği kullanılmıştır. Verilerin analizi sonucunda elde edilen sonuçlar, genel olarak aile iletişim boyutlarının kullanılan çözüm stillerini etkilediğini ve farklı aile türlerinde eşlerin kullandıkları ÇÇS'nin köken ailelerinin türleri açısından farklılaştığını göstermiştir. Buna göre, kaçınma stilini en çok kullanan aile türünün fikir birliğine dayalı aileler olduğu ve çoğulcu aileler ile birlikte koruyucu ailelerin en çok olumlu ÇÇS'ni kullandığı ortaya konmuştur.
Abstract: This study, which was designed to investigate which conflict resolution styles (CRS) the couples in different family types used in order to resolve the conflicts they experienced and the relationship between the solution styles used and the communication patterns used by the original families of the spouses is characterized as a descriptive research where quantitative data collection techniques are used. The study was conducted with the parents of 208 students who studied in a Turkish university in the 2018-2019 academic year and/or married couples in their immediate environment (416 participants in total). Family Bu makale için önerilen kaynak gösterimi (APA 6. Sürüm): Erdoğan Ö. (2021). Evli çiftlerin çatışma çözüm stili tercihlerinde köken ailelerinin rolü.
Farklı aile türlerinde yer alan çiftlerin yaşadıkları çatışmaları çözmek için hangi çatışma çözüm stillerini (ÇÇS) kullandıklarını ve kullanılan çözüm stillerinin eşlerin köken ailelerinin kullandığı iletişim kalıplarıyla olan ilişkisini araştırmak amacıyla tasarlanmış olan bu çalışma nicel veri toplama tekniklerinin kullanıldığı betimleyici bir araştırma niteliği taşımaktadır. Çalışmaya 2018-2019 yılları arasında Kastamonu Üniversitesinde öğrenci olarak bulunan 208 öğrencinin ebeveynleri veya yakın çevrelerindeki evli çiftler (416 katılımcı) katılmıştır. Veri toplamak amacıyla Aile İletişim Kalıpları Ölçeği ve Çatışma Çözüm Stilleri Ölçeği kullanılmıştır. Verilerin Analizi SPSS 22 paket programıyla yapılmış olup elde edilen sonuçlar, genel olarak aile iletişim boyutlarının kullanılan çözüm stillerini etkilediğini ve farklı aile türlerinde eşlerin kullandıkları ÇÇS’nin köken ailelerinin türleri açısından farklılaştığını göstermiştir. Buna göre, kaçınma stilini en çok kullanan aile türünün fikir birliğine dayalı aileler olduğu ve çoğulcu aileler ile birlikte koruyucu ailelerin en çok olumlu ÇÇS’ni kullandığı ortaya konmuştur.
Despite being a ubiquitous form of communication, persuasive communication between children received relatively scant research attention. We used a novel approach to study children's persuasive interactions in a semi‐naturalistic paradigm where dyads of 4‐ to 6‐year‐old children were asked to follow a rule together. In this context, we observed (a) the frequency and types of strategies children spontaneously used to persuade their partners to abide by the rule, (b) compliance behavior following the persuasion attempt, and (c) strategy change following a failed attempt to persuade. We coded children's persuasive strategies as gentle control, negative control, and non‐engagement. Children tended to use gentle control and negative control strategies to a greater extent than non‐engagement strategies to prevent their partner's potential rule violation. However, after a violation occurred, children most frequently displayed non‐engagement. Gentle control brought about more compliance than the other strategies. Children tended to maintain their persuasive strategy of negative control and non‐engagement, even though these were mostly ineffective in achieving compliance. These results show that 4‐ to 6‐year‐old children spontaneously and flexibly utilized persuasive strategies with peers to abide by a rule.
Being in a satisfying romantic relationship in adolescence is associated to many short- and long-term benefits. However, more research is needed to better understand what promotes relationship satisfaction in adolescence. To address this gap, this study used a diary approach to examine the relation between disagreements and daily variations in adolescent romantic relationship satisfaction. A sample of 186 adolescents was recruited (Mage = 17.08 years, SD = 1.48; 56% female). Multilevel modeling was used to evaluate how disagreement occurrences, resolution, and resolution strategies were related to daily perceived relationship satisfaction at both the between- and within-subjects levels. At the within-subjects level, satisfaction was lower on days when a disagreement occurred, especially for girls. Adolescents also reported lower relationship satisfaction on days when they used more destructive strategies than usual, and higher relationship satisfaction on days when they successfully resolved disagreements. This study demonstrates that adolescents’ evaluations of their daily relationship satisfaction vary as function of disagreement processes.
Many studies have been conducted to identify the factors explaining individual differences in children’s emotion understanding (capacity to comprehend the nature, causes and consequences of emotions in the self and others). These studies represent a significant advance in our comprehension of the origins of the child’s capacity to understand emotions. However, almost nothing is known about the impact of classroom quality on children’s emotion understanding even though Western children spend about six to eight hours per day in school. In this study, we used the Early Childhood Environmental Rating Scale – Revised edition [ECERS-R] to evaluate global childcare classroom quality in 31 classrooms located in Moscow (middle SES areas) and the Test of Emotion Comprehension [TEC] to assess their emotion understanding (N = 592) while controlling for the effects of age, gender and non-verbal fluid intelligence. We hypothesized that children from high-quality classrooms would outperform their peers from low-quality classrooms in terms of their understanding of emotions. The results showed, albeit controlling for gender, age, non-verbal fluid intelligence, that children from low-quality classrooms had a significantly higher level of emotion understanding than children from high-quality classrooms. Results are discussed both in terms of their theoretical and practical implications.
The paper contends that the African Union should concentrate on improving its context specific approach to peacekeeping, rather than the African Standby Force and the African Capacity for Immediate Response to Conflict. This, the article argues, is based on the deficient structure of these novel conflict mechanisms, with reference to contingent size and force integrity, that make these mechanisms unsuitable for combat.
In a structured dilemma-discussion interview procedure, 45 female and 45 male middle-class adolescents (aged 11–19 yrs) were presented with 8 hypothetical dyadic interpersonal dilemmas to assess the interpersonal negotiation strategies (INS) they suggested using to resolve interpersonal problems. Each dilemma focused on the way a protagonist could deal with a significant other in a dyadic context. Responses were scored using an integrated structural developmental (4 levels) by functional (4 information processes) model of social-cognitive development. In addition, the 8-dilemmas were constructed to systematically vary with respect to 3 contextual factors. Results indicate that (1) INS showed a developmental increase over the adolescent years, (2) INS showed a moderate positive relation to IQ, (3) the INS level was higher for girls than for boys, and (4) INS level systematically varied across context. The findings provide preliminary evidence for the validity of the INS interview. The INS interview is appended. (35 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The aim of this study was to examine Japanese preschool children's social conflicts and methods of conflict resolution in order to shed light on existing cultural characterizations of Japanese preschool education and social development. Japanese preschool-age children were observed during school-time free-play and they and their mothers were interviewed about teacher methods of conflict resolution in the preschool setting. The results showed that Japanese children's conflicts stemmed from a wide range of issues, including concerns about justice, rights, and fairness. Moreover, teachers encouraged children to work out conflicts on their own, stressing self-reliance and autonomy. Japanese children and mothers chose resolution choices which pertained to the intrinsic consequences of the acts. Japanese children and mothers, however, preferred teacher-directed nonintervention over punishment as a form of teacher response. This was in contrast to previous research which has shown that American children and mothers prefer punishment over nonintervention. The results indicated that issues of independence (e.g., autonomy) and interdependence (e.g., group orientations) were both present in Japanese children's social interactions and in children's and mothers' judgments about teacher methods of conflict resolution.
Young children's preferences for conflict management strategies were assessed with hypothetical puppet interviews. A total of 48 children enrolled in a university nursery school were each presented 12 vignettes depicting common peer conflicts. Vignettes varied as a function of conflict issue (roles and possessions) and peer friendship status (friends and nonfriends). Three conflict resolution strategies were contrasted: negotiation, power assertion, and disengagement. The results indicated an overwhelming preference for negotiation. In contrast, power assertion was the least desirable means of resolving disputes. No differences emerged as a function of conflict issue or friendship status. Neither were there differences according to the age or sex of the subject. The findings indicate that young children evince a similar preference for resolving conflicts through negotiation and cooperation as has been reported in studies of older children and adolescents.
Conflict has frequently been hypothesized to play an important role in development, and yet, until recently, little empirical work has been conducted on preschoolers social conflicts. The aim of this study was to investigate the types of social issues that produce conflicts, the extent to which children respond positively to protests from others, and how conflicts are resolved. Children were observed in two contexts: semi-structured peer groups in which adults did not intervene, and school-time free-play. The results showed that even when adults do not intervene, children are often responsive to protests from others and resolve conflicts on their own. Differences were also observed for the types of issues that generate conflicts in the two settings and the types of conflicts that children respond to most often. These results indicate that children's conflicts are not solely negative or aggressive and that children's social interactions and their social contexts are multi-dimensional. The findings point to interpersonal aspects of settings, such as the differential role of adults and peers, and to contextual features of settings, such as free-play and sustained play, that should be considered by teachers and parents when structuring social interactive opportunities for young children.
This paper develops a theoretical approach to communication in interpersonal conflict which emphasizes the role of attributional processes. According to this view, communicative decisions in conflict are largely a function of social attributions about the intent, causality, and stability of behaviors in conflict. Factors which bias attributions along these dimensions encourage noncooperative conflict stategies. Predictions from this perspective were examined in a field study of college dormitory roommates. Open‐ended descriptions of conflicts experienced by roommates were used to formulate a typology of conflict resolution strategies. The main categories in this typology (“passive‐indirect,” “distributive,” and “integrative”) vary in the extent to which they promote information exchange and are oriented toward individual versus mutual goals. Associations between the conflict strategies reported by subjects, their attributions for conflicts, and conflict outcomes were in the expected direction.
Reports of conflict between adolescents and their parents and siblings were obtained from tenth-graders through interviews conducted over the telephone. The highest levels of conflict were found for the mother adolescent and same-sex sibling relationship, while few conflicts were reported with fathers. Most arguments with parents and siblings were about interpersonal issues and a minority concerned rule enforcement. Withdrawal was the most common conflict resolution technique found with parents and siblings. The results of this study show that disagreements with parents and siblings are equally frequent, largely about the same issues, and resolved in similar ways. These findings cast doubt on the notion that quarrels with parents are really about independence, and support the view that they are simply instances of general interpersonal conflict, which occur whenever the actions of one person interfere with the actions of another.
Children's friendships represent mutual dyadic relationships that differ from peer relations, which have lesser affective ties. This meta-analytic review fit categorical models (L. V. Hedges, 1982) to examine the behavioral and affective manifestations of children's friendships as evinced by comparisons of friends and nonfriends. Analysis of our broadband categories revealed that friendships, compared with nonfriend relations, are characterized by more intense social activity, more frequent conflict resolution, and more effective task performance. Also, relationships between friends are marked by reciprocal and intimate properties of affiliation. At the level of narrowband categories, friendship relations afford a context for social and emotional growth. These behavioral and affective manifestations of friendship are moderated by the age level of participants, the strength of the relationship, and the methodology of the study. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The goals of the present study were to investigate the ways in which 2 people resolve differences of opinion during an argument, to describe the conflict talk associated with different argument outcomes and to explore the content of argument memories when the outcome of an argument varies. In examining these issues, 2 dimensions, in particular, were thought to constrain the types of conflict talk and resolution strategies that are used during an argument: the gender of the arguers and the instructions they received before negotiation.
The present study was designed to resolve some of the discrepancies and limitations of previous studies. Negotiations between adolescents were video and audio taped. The gender of arguers was varied so that an equal number of all male and all female dyads were compared to the same number of male–female dyads. Prior knowledge of each arguer was assessed before negotiation began and perceptions and reactions to the argument were assessed during the negotiation. 178 high school students participated in the study. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined whether children's arguments differ in disputes with mother and with sibling as well as how arguments used in family interaction relate to later assessment of social understanding. 50 children (aged 33 mo) were observed interacting with the mother and sibling in 2 visits in the child's home, and family conversation was recorded and subsequently transcribed. Results showed correlations between partners' arguments in conflict within dyads, but children's argument with their mothers was not related to that used when in dispute with their siblings. Children's use of argument with sibling was also predictive of sociocognitive performance assessed 7 mo later. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In a structured dilemma-discussion interview procedure, 45 female and 45 male middle-class adolescents (aged 11–19 yrs) were presented with 8 hypothetical dyadic interpersonal dilemmas to assess the interpersonal negotiation strategies (INS) they suggested using to resolve interpersonal problems. Each dilemma focused on the way a protagonist could deal with a significant other in a dyadic context. Responses were scored using an integrated structural developmental (4 levels) by functional (4 information processes) model of social-cognitive development. In addition, the 8-dilemmas were constructed to systematically vary with respect to 3 contextual factors. Results indicate that (1) INS showed a developmental increase over the adolescent years, (2) INS showed a moderate positive relation to IQ, (3) the INS level was higher for girls than for boys, and (4) INS level systematically varied across context. The findings provide preliminary evidence for the validity of the INS interview. The INS interview is appended. (35 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Sibling property disputes were observed in 40 families, each with a 2- and a 4-year-old child, to study the application of principles of entitlement. Conflict outcomes, parent support, and justifying arguments were each analyzed in disputes involving ownership, possession, sharing, and property damage. Ownership and possession each influenced the conduct and outcomes of disputes, with ownership taking precedence over possession in children's arguments and in dispute outcomes. Parents did not clearly support either principle on its own and were as likely to argue in terms of possession as ownership rights. Parents supported children's sharing and prohibited property damage, but conflict outcomes upheld these principles only when parents intervened. Analyses revealed the strong influence of young children who argued, with increasing differentiation and sophistication, for principles of entitlement that were not strongly endorsed by their parents. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Discusses the nature and significance of peer conflict within a social relational framework derived from theories of social exchange and emotional investment. Close peer relationships are crucial to social development during childhood and adolescence. Social interaction varies across relationships according to exchange equity and emotional investment. Interactions containing conflict set friendships and romantic relationships apart from other relationships. Close peers manage conflict in a manner that suggests they are alert to dangers of inequitable exchanges and negative affect. Children and adolescents are less concerned about the consequences of conflict in other relationships, displaying more coercion and less mitigation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Explored differences in conflict situation coping strategies in 2 groups of 6 5-yr-olds and 2 groups of 6 7-yr-olds who were videotaped in 12 1-hr long playgroups. Both direct persuasion attempts and conflict mitigation attempts were coded from the videotapes. Results show that boys were involved in conflict more often than girls. Once within a conflict situation, boys tended to use threat and physical force significantly more often, whereas girls tended to attempt to mitigate the conflict significantly more often, especially when interacting with other girls. However, there was considerable overlap in the behavior of the boys and the girls. It is concluded that the bulk of all the Ss' responses to conflict could be described as moderate persuasion. It is suggested that the gender differences described may involve a difference in emphasis rather than a qualitative discontinuity. (27 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined endorsement of interpersonal conflict resolution tactics and links to personality and teacher-rated school adjustment among 67 male and 95 female African-, Mexican-, and European-American adolescents (44 6th, 45 7th, and 73 8th graders). Agreeableness was measured with L. Goldberg's (see record
1992-25730-001) standard markers. Self-concept and teachers' professional evaluation of student adjustment at beginning and end of school year were measured as done previously by W. Graziano and D. Ward (see record
1993-03496-001). Across all 3 ethnic groups and both sexes, negotiation was consistently rated as the best choice for dealing with interpersonal conflict across all kinds of relationships. Low-agreeable adolescents, however, endorsed power assertion strategies as more acceptable that did high- agreeable adolescents. Teachers' evaluation of adolescents' adjustment to school was related to adolescent self-reported endorsements of conflict tactics. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A peer-mediation training program was conducted in four classrooms in an American, suburban, middle-class elementary school. Ninety-two students in the third through sixth grades received 30 min of training per day for 6 weeks. The training focused on negotiation and mediation procedures and skills. Prior to the training program, frequent conflicts involving physical aggression, playground activities, access to or possession of objects, turn taking, put-downs and teasing, and academic work were reported. The conflicts were primarily brought to the teacher for arbitration or managed with ineffective and destructive strategies that generally made the conflicts worse. The training program was successful in teaching negotiation and mediation procedures and skills. The students were able to transfer the procedures and skills and apply them in real conflicts among classmates. Careful observation of hallways, the lunchroom, the playground, and the gymnasium revealed that 4 months after training students seriously and carefully used these procedures to resolve highly emotional and prolonged conflicts with fellow students. The training reduced dramatically the number of conflicts referred to teachers and the principal. Discipline problems that previously drained teachers' attention, time, and energy were eliminated as students became much more autonomous in managing their conflicts constructively.
Interpersonal conflicts of children in natural settings are the focus of this review of the empirical literature in social and cognitive development and sociolinguistics. The central role of conflict in various developmental theories is outlined, conflict is differentiated from aggression, and the major features of social conflicts are described: their incidence and duration, and the issues, strategies, and outcomes of conflict episodes. Several studies indicate substantial relations between children's social-cognitive functioning and their conflict behavior, particularly in disputes about object possession and peer-group entry. The study of conflict appears to be useful in revealing aspects of the organization of the behavior of individuals and of dyads, and in revealing some of the information structure of the social environment of children.
Individual Differences in Relationships Parents and Children Sibling Relationships Young Children's Friendships Connections between Relationships within the Family Connections between Family Relationships and Friendships Relationships in Action
This study examined sibling conflict and relationship qualities in early adolescence. One hundred four 10- to 15-year-olds (mean age 11.7 years) completed questionnaires assessing the quality of their relationship with their closest sibling, and were interviewed about a recent, specific conflict with that sibling. Analysis suggests that sibling conflict fulfills several functions in early adolescence, including reinforcing family and relationship rules and delineating interpersonal boundaries. Few differences attributable to age or gender constellation of the sibling dyad emerged, and rivalry did not appear to be a primary impetus to conflict during this age period. Instead, sibling conflict appears to create a context where age-appropriate issues of individuation and differentiation are played out.
Adolescents' understanding of societal conflict and of compromise resolution in the context of peer and authority relations was investigated. Six conflict stories were prepared for three social issues. Each issue included two similar stories that were counterbalanced for presentation in peer or authority context. The adolescents-ages 11, 13, 15, and 17-were asked to develop dialogues by continuing conversations from the stories with the aim of resolving the conflict. Responses were categorized on a 3-point scale: (1) noncompromise, (2) routine compromise, and (3) constructive compromise. In addition, one moral and one political dilemma were presented in order to relate conflict resolution to moral and political development. The major findings were an increase in frequency of constructive compromise with age and in peer vs authority context. Further, both moral and political development were significantly related to conflict resolution scores in peer but not in authority context. Results corroborate an interpretation that considers peer communicative relations of mutual respect and cooperation as a primary path to mature stages of social reasoning.
This study considers the issue of adult attachment style in relation to conflict resolution and relationship satisfaction. Subjects selected into one of three styles: secure, anxious/ambivalent, or avoidant. Analyses revealed significant differences among the groups on three styles of conflict resolution (compromising, obliging, and integrating) and on relationship satisfaction. The results are interpreted with regard to attachment theory.
Conflict Talk: Sociolinguistic Investigations of Arguments in Conversations. Allen D. Grimshaw. ed. Cambridge: Cambridge University Press, 1990. 356 pp. 17.95 (paper)
The effectiveness of a conflict resolution training program in an American, midwestern, middle school was examined. The participants were 198 students in Grades 6 through 9. A pretest-posttest control-group experimental design was used. Those in the experimental group received 14 hr of training during a 25-min homeroom period. Significant differences between experimental and control groups occurred in knowledge of the negotiation procedure and ability to apply it to actual conflicts.
The purpose of the present study was to examine the applicability of the Rahim (Academy of Management Journal, 26, 368–376, 1983) Organizational Conflict Inventory for the measurement of conflict responses in social relationships. Three samples of subjects completed versions of the ROCI-II specifying different targets (e.g. parent, friend, sibling). Factor analyses revealed that in every case 4-factor solutions were more appropriate than the 5-factor solutions found by Rahim. Suggestions are offered regarding the discrepancy of the findings.
This study sought to discover how select episodic and relational variables are functionally related to communication tactics in situations of interpersonal conflict. More precisely, this study examined how communication satisfaction and perceived communication competence of partner might mediate the link between partner's conflict messages and developing relationship features. Partner's use of integrative tactics produced communication satisfaction and the perception of partner's competence. Communication satisfaction and partner competence, in turn, contributed to the definition of the interpersonal relationship in terms of greater control mutuality, trust, intimacy and relational satisfaction. Distributive tactics of partner were inversely related to communication satisfaction and perceived partner competence, and directly affected the relational characteristics of trust, control mutuality and satisfaction. Avoidance was not associated with episodic or relational features when referencing the partner's behavior. However, in tests that involved one's own conflict behavior, avoidance directly and negatively affected relational satisfaction.
The sources of conflict, its resolution, and additional conflict components were described for 16 preschoolers with mild disabilities. Conflict episodes were contrasted to those of a comparison group of 15 preschoolers without disabilities. Children were videotaped for two 15-minute freeplay sessions, which were categorized and analyzed using a procedure developed by Laursen and Hartup (1989). Results indicated that children with and without disabilities engaged in conflict on a relatively infrequent basis, and that it was of short duration. In general, there were few differences between the sources of conflict and how they were resolved for children with and without disabilities. There was a tendency, however, for children with disabilities to have more disputes over objects, and for children without disabilities to have more disputes over pretend play. Children resolved their conflicts largely through insistence, and in the majority of conflicts there was a clear winner and loser. Implications for intervention and future research are discussed.
This study explored the interrelationships among three sets of variables: situational perceptions, conflict management styles, and two factors reflecting the initiation of conflict (i.e., nature of awareness and type of initiating event). While styles were not related to either initiating factor, the data indicated that the nature of awareness and the type of initiating event were related to one another and that several situational perceptions were related to these initiating factors. Analyses confirmed that situational perceptions provided a more powerful account of styles than did the initiating factors. This study also examined the associations between two methods of measuring situational perceptions and two prominent conflict management typologies. Results mostly confirmed hypotheses. With one exception, five Likert‐type measures of situational perceptions were positively related to measures developed from open‐ended descriptions of the conflict. Open‐ended measures of three types of “problem‐solving communication”; were related in the expected fashion to four Likert‐type measures of management styles derived from Putnam and Wilson's (1982) OCCI. Also, with several exceptions, the data showed that OCCI styles were related to situational perceptions in ways predicted by past research.
research on the relation between social status and conflict behavior will be reviewed / utilizing social status (e.g., standing in a social group) as a criterion of social competence will permit an initial assessment of socially effective methods of approaching and managing conflict
research relating social status and behavior in three problematic social situations (group entry, limited resources, and peer provocation) will be considered / situation-specific competent and incompetent behaviors will also be addressed
the responses of high- and low-sociometric-status children to hypothetical social dilemmas will be discussed / [discusses] what the research tells us about the relation between social status, social competence, conflict behavior, and cognition about conflict (PsycINFO Database Record (c) 2012 APA, all rights reserved)
explore the potential contributions that children's peer relationships, especially friendships, make to children's adjustment during their transition to grade school / [examine] the linkage between [kindergarten to junior high school students'] peer relations and their adjustment during early school transitions / [consider] the nature of early school transitions and, more specifically, the features of this context that may provide investigators with opportunities to study the impact of children's peer relationships on their adjustment in this setting
consider recent theory and evidence that may shed light on the adaptive features of children's classroom peer relations (e.g., resources or provisions may derive from friendships with classmates), and the role that these provisions that children may play in the process of school adjustment / 3 forms of classroom peer relations will be considered: friendships, acquaintanceships, and peer group acceptance (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Unique characteristics of adolescent relationships with friends and romantic partners are evident in the resolutions and outcomes of their conflicts. New research indicates that disagreements with close peers, in contrast to those with parents and others, are managed in a manner that avoids disruption of the relationship.
Although interest in children's stress and coping has increased, little attention has been paid to children's interpersonal coping. During free-play periods, we observed and recorded the causes of preschoolers' (M age = 55.43 months) anger and how they reacted to these provocations (n = 69). Measures of social competence and popularity also were obtained. Preschoolers' coping with interpersonal anger varied in meaningful ways in different contexts and varied for boys and girls. For example, boys tended to vent more than girls, whereas girls tended to actively assert themselves more than boys. Moreover, the findings supported the conclusion that socially competent and popular children coped with anger in ways that were relatively direct and active and in ways that minimized further conflict and damage to social relationships. Results were discussed in light of current research on children's abilities to regulate emotions and social interactions and how these may be related to children's anger-related coping responses.
Gender differences in relationship quality, conflict perceptions, reported conflict strategy use, and self-monitoring orientations
were examined in a sample of undergraduates. It was predicted that males and high self-monitoring individuals would see their
relationships as less intimate, themselves as less committed, and would endorse more frequent use of uncooperative and avoidant
strategies. Participants (n=124) completed the following: a measure of conflict perceptions; a Conflict Strategy Scale measuring frequency of Cooperative,
Uncooperative, and Denial-Avoidant strategies; and Snyder’s Self-Monitoring Scale. Compared to females, males scored higher
in self-monitoring, saw friendships as less intimate and stable, saw their conflicts as more stable, and endorsed more frequent
use of Denial-Avoidant strategies. Masculine orientations to conflict reflected increased self-presentational concerns and
perceptions that minimized the personal relevance of conflict.
The purpose of the study was to examine the influence of cultural variability and self-monitoring on conflict communication styles. Specifically, the cultural variability dimension of individualism-collectivism was used as the key theoretical dimension in explaining conflict style differences between Taiwan and the United States. In addition, the personality factor of self-monitoring was used as a covariate to analyze possible conflict style differences of individuals. Multivariate analysis of covariance was employed to examine the relationship between the independent variables and the set of conflict dependent variables. Consistent with predictions, Taiwan respondents used an obliging style and an avoiding style more than their United States counterparts. Inconsistent with the predictions, the Taiwanese respondents used integrating and compromising styles more than the United States respondents. Finally, self-monitoring was found to be related to the dominating style of conflict.
Social problem solving (SPS) has often been conceptualized as a set of interrelated skills that can be applied generically to a variety of situations. This study examined differences in young adolescents' SPS skills as a function of the interpersonal features inherent in the problem situation, namely whether the partner was a friend or an acquaintance. It also assessed the differential association between SPS skills in each of these contexts and teacher ratings of students' social competence. Results indicated higher quality responses to a hypothetical peer conflict situation with a friend relative to an acquaintance. Furthermore, the SPS skills exhibited in the friendship condition were significantly correlated with teacher judgments of student competence, whereas the skills displayed in the acquaintance condition were unrelated to competence ratings. These findings suggest the importance of considering interpersonal features of the situation when conducting SPS skill assessments.
Most studies of social development in children have relied on the assumption that adults' instructions to children pass on knowledge of the rules of behavior which govern and preserve society. In this volume, James Youniss argues that the child's relations with his or her friends and peers make a distinctive and critically important contribution to social development. While the child's relations with parents and other adults provide a sense of order and authority, peer relations are a source of sensitivity, self-understanding, and interpersonal cooperation. Following a discussion of the views of Harry Stack Sullivan and Jean Piaget, whose theories are synthesized in Youniss's perspective, Youniss presents a wealth of empirical data from studies in which children describe their own views of their two social worlds.