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RELATIONSHIPS AMONG TEACHER SUPPORT, PEER CONFLICT RESOLUTION, AND SCHOOL EMOTIONAL EXPERIENCES IN ADOLESCENTS FROM SHANGHAI.

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Title: RELATIONSHIPS AMONG TEACHER SUPPORT, PEER CONFLICT RESOLUTION, AND SCHOOL EMOTIONAL EXPERIENCES IN ADOLESCENTS FROM SHANGHAI.
Authors: LI-JUN WANG, WEN-CHUNG WANG, HAI-GEN GU, PEI-DA ZHAN, XIN-XIAO YANG, BARNARD, JULIAN
Source: Social Behavior & Personality: an international journal. 2014, Vol. 42 Issue 1, p99-113. 15p.
Subjects: School environment research, Teacher-student relationships, Teacher-student communication, Conflict management, Peer relations, Peer counseling of students, Adolescent psychology research, Problem solving in adolescence
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. [ABSTRACT FROM AUTHOR]
Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited 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: RELATIONSHIPS AMONG TEACHER SUPPORT, PEER CONFLICT RESOLUTION, AND SCHOOL EMOTIONAL EXPERIENCES IN ADOLESCENTS FROM SHANGHAI.
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  Data: <searchLink fieldCode="JN" term="%22Social+Behavior+%26+Personality%3A+an+international+journal%22">Social Behavior & Personality: an international journal</searchLink>. 2014, Vol. 42 Issue 1, p99-113. 15p.
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  Data: <searchLink fieldCode="DE" term="%22School+environment+research%22">School environment research</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict+management%22">Conflict management</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+relations%22">Peer relations</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+counseling+of+students%22">Peer counseling of students</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+psychology+research%22">Adolescent psychology research</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving+in+adolescence%22">Problem solving in adolescence</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited 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: 10.2224/sbp.2014.42.1.99
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      – Code: eng
        Text: English
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      – SubjectFull: School environment research
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Teacher-student communication
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      – SubjectFull: Conflict management
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      – SubjectFull: Peer relations
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      – SubjectFull: Peer counseling of students
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      – SubjectFull: Adolescent psychology research
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      – SubjectFull: Problem solving in adolescence
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      – TitleFull: RELATIONSHIPS AMONG TEACHER SUPPORT, PEER CONFLICT RESOLUTION, AND SCHOOL EMOTIONAL EXPERIENCES IN ADOLESCENTS FROM SHANGHAI.
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            NameFull: LI-JUN WANG
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            NameFull: WEN-CHUNG WANG
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              Text: 2014
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              Value: 42
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