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Cross-Contextual Variability in Parents' and School Tutors' Conflict Resolution Styles and Positive Development.

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Title: Cross-Contextual Variability in Parents' and School Tutors' Conflict Resolution Styles and Positive Development.
Authors: Rodríguez-Ruiz, Beatriz (AUTHOR), Rodrigo, María José (AUTHOR), Martínez-González, Raquel-Amaya (AUTHOR)
Source: Journal of Educational Research. Nov2015, Vol. 108 Issue 6, p480-491. 12p. 2 Charts, 3 Graphs.
Subjects: Conflict management, Tutoring research, Parent-teacher relationships, Teaching research, School public relations
Abstract: The authors examined how the variability in adult conflict resolution styles in family and school contexts was related to adolescents’ positive development. Cluster analysis classified 440 fathers, 440 mothers, and 125 tutors into 4 clusters, based on self-reports of their conflict resolution styles. Adolescents exposed to Cluster 1 (inconsistency and withdrawal) reported lower self-control than those exposed to Cluster 2 (inconsistency and dominance), who reported more ability to deal with stress, effective task performance, and positive self-concept and self-esteem, indicating that dominance at the school only was related to positive results. Lower perceived stress, positive self-concept and self-esteem, empathy, and social connectedness were reported by those adolescents exposed to Cluster 3 (consistency in negotiation), whereas those exposed to Cluster 4 (consistency in dominance) exhibited the worst profile in all the measures. In conclusion, the cross-contextual variability in conflict resolution styles was associated with different opportunities for positive development in adolescence. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Cross-Contextual Variability in Parents' and School Tutors' Conflict Resolution Styles and Positive Development.
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  Data: <searchLink fieldCode="AR" term="%22Rodríguez-Ruiz%2C+Beatriz%22">Rodríguez-Ruiz, Beatriz</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rodrigo%2C+María+José%22">Rodrigo, María José</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Martínez-González%2C+Raquel-Amaya%22">Martínez-González, Raquel-Amaya</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. Nov2015, Vol. 108 Issue 6, p480-491. 12p. 2 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Conflict+management%22">Conflict management</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring+research%22">Tutoring research</searchLink><br /><searchLink fieldCode="DE" term="%22Parent-teacher+relationships%22">Parent-teacher relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+research%22">Teaching research</searchLink><br /><searchLink fieldCode="DE" term="%22School+public+relations%22">School public relations</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The authors examined how the variability in adult conflict resolution styles in family and school contexts was related to adolescents’ positive development. Cluster analysis classified 440 fathers, 440 mothers, and 125 tutors into 4 clusters, based on self-reports of their conflict resolution styles. Adolescents exposed to Cluster 1 (inconsistency and withdrawal) reported lower self-control than those exposed to Cluster 2 (inconsistency and dominance), who reported more ability to deal with stress, effective task performance, and positive self-concept and self-esteem, indicating that dominance at the school only was related to positive results. Lower perceived stress, positive self-concept and self-esteem, empathy, and social connectedness were reported by those adolescents exposed to Cluster 3 (consistency in negotiation), whereas those exposed to Cluster 4 (consistency in dominance) exhibited the worst profile in all the measures. In conclusion, the cross-contextual variability in conflict resolution styles was associated with different opportunities for positive development in adolescence. [ABSTRACT FROM PUBLISHER]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2014.905764
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        Text: English
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        Type: general
      – SubjectFull: Tutoring research
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      – SubjectFull: Parent-teacher relationships
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      – SubjectFull: Teaching research
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              Text: Nov2015
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