Abstract
We investigated the relationships among teacher support, peer conflict resolution, and emotional experiences at school in 2,782 students from 12 secondary schools in Shanghai, China. The results demonstrated that: a) most of the students had positive perceptions of teacher support, effective peer conflict resolution, happiness, and communication satisfaction in school context; b) males used more negative peer conflict resolution strategies than did females; c) in all school experiences, significant differences were found between students in different grade levels; and d) teacher support was found to have a positive influence on student happiness, satisfaction, and peer conflict resolution, and effective peer conflict resolution also had a positive influence on student happiness and satisfaction, but negative emotion was found to reduce happiness and satisfaction. Copyright © 2014 Society for Personality Research.
| Original language | English |
|---|---|
| Pages (from-to) | 99-113 |
| Journal | Social Behavior and Personality |
| Volume | 42 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Feb 2014 |
Citation
Wang, L.-J., Wang, W.-C., Gu, H.-G., Zhan, P.-D., Yang, X.-X., & Barnard, J. (2014). Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from Shanghai. Social Behavior and Personality:An international journal, 42(1), 99-113.Keywords
- Peer conflict resolution
- School emotional experiences
- Secondary school students
- Teacher support