Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from Shanghai

Li-Jun WANG, Wen Chung WANG, Hai-Gen GU, Pei-Da ZHAN, Xin-Xiao YANG, Julian BARNARD

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6 Citations (Scopus)

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 languageEnglish
Pages (from-to)99-113
JournalSocial Behavior and Personality
Volume42
Issue number1
DOIs
Publication statusPublished - Feb 2014

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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