School Climate and Conflict Management Tactics - A Quantitative Study with Portuguese Students
DOI:
https://doi.org/10.21615/cesp.9.2.1Keywords:
Conflict Management, School Climate, School Environment, SchoolAbstract
This paper introduces a quantitative research addressed to analyse the relationship between school climate and conflict management strategies. The study was conducted with a sample of 348 students from public schools in Portugal. CTS (Conflict Tactic Scale), the CLES (Questionário do Clima de Escola) and a personal and academic data sheet to study variables such as gender, year of schooling, number of failures, and attendance hours. The results demonstrate that the use of nonviolent tactics (negotiation and discussion) in the interpersonal conflict management with students, impacts positively the school climate. Additionally, the results indicate the existence of statistically significant relationships between sex and nonviolent strategies, between sex and physical violence, between emotional violence and school climate (α = -11; p = .043) and between physical violence and school climate (α= -11; p=.035). The paper also indicates the implications into the school context.
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References
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Straus, M. A. (1979). Measuring intrafamily conflict and violence: The Conflict Tactics (CT) Scales. Journal of Marriage and Family, 41(1), 75-86.
Straus, M. A., Hamby, S. L., Finkelhor, D., Moore, D. W., Runyan, D. (1998). Identification of child maltreatment with the parent-child conflict tactic scales: Development and psychometric data for a national sample of American parents. Child Abuse and Neglect, 22(4), 249-270.
Torrego, J. C. (2001). Modelos de regulación de la convivencia. Cuadernos de Pedagogía, 304, 20-28.
Torrego, J. C. (2007). Convivencia, Conflicto y Escuela. In J. M. Moreno Olmedilla & F. Luengo Orcajo. Construir ciudadanía e prevenir conflictos (pp. 49-59). Madrid: Wolters Kluwer.
Ullman, J. B., & Bentler, P. M. (2004). Structural Equation Modeling. In M. Hardy & A. Bryman (Eds), Handbook of data analysis (pp. 431-458). London: Sage.
Zullig, K. J., Huebner, E. S., & Patton, J. M. (2011). Relationships among school climate domains and school satisfaction. Psychology in the Schools, 48(2), 133-145.
Ayas, T., Deniz, M., Kagan, M., & Kenç, M. F. (2010). An investigation of conflict resolution strategies of adolescents. Procedia Social and Behavioral Sciences, 2(2), 3545–3551.
Barros, N. (2010). Violência nas Escolas. Bullying. Lisboa: Bertrand Editora.
Blaya, C. (2008). Violência e Maus-Tratos em Meio Escolar. Lisboa: Horizontes Pedagógicos, Instituto Piaget.
Brunet, L. (1995). Clima de trabalho e eficácia de escola. In Nóvoa, A. (org.) As organizações escolares em análise. Lisboa: Publicações Dom Quixote.
Byrne, B. M. (2001). Structural Equation Modeling With AMOS – Basic Concepts, Applications, and Programming. New Jersey: Lawrence Erlbaum.
Cascón, P. S. (2001). Educar en y para el conflicto. Cátedra UNESCO sobre Paz y Derechos UNESCO. Barcelona: Escola de Cultura de Pau.
Cornejo, R., & Redondo, J. M. (2001): “El clima escolar percibido por los alumnos de enseñanza media”. Revista Última Década, 15(9), 11-52.
Costa, M. E., & Matos, P. M. (2006). Abordagem Sistémica do Conflito. Lisboa: Universidade Aberta.
Curran, P. J., West, S. G., & Finch, J. F. (1997). The robustness of test statistics to non-normality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16–29.
Freiberg, H. J. (1998). Measuring school climate: Let me count the ways. Educational Leadership, 56(1), 22-26.
Hoy, W., & Miskel, C. (2005). Education administration: Theroy, research, and practice (7ª ed.). New York: McGraw-Hill.
LaRusso, M., & Selman, R. (2011). Early Adolescent Health Risk Behaviors, Conflict Resolution Strategies, and School Climate. Journal of Applied Developmental Psychology 32(6), 354-362.
Lowe, B., Winzar, H., & Ward, S. (2007). Essentials of SPSS for Windows versions 14 & 15: a business approach. South Melbourne, Victória: Thomson Learning Australia.
Martínez Zampa, D. (2005). Mediación educativa y resolución de conflictos: modelos de implementación. Buenos Aires: Ediciones Novedades Educativas.
Martins, J. S. (2005). Violência e maus-tratos em contextos de socialização e delinquência juvenil. Tese de Doutoramento. Universidade de Santiago de Compostela, Faculdade de Psicologia, Espanha.
Paiva, M. O. A, & Lourenço, A. A. (2010). Disrupção escolar e rendimento académico: um estudo com modelos de equações estruturais. In Actas do VII Simpósio Nacional de Investigação em Psicologia. Braga: Universidade do Minho.
Paiva, M. O. A, & Lourenço, A. A. (2011). Ambiente da sala de aula: um estudo de caso. Educação & Filosofia, 25(49), 17 - 42.
Peterson, R. L., & Skiba, R. J. (2001). Creating school climates that prevent violence. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 74(3), 155-63.
Revez, M. (2004). Gestão das Organizações Escolares Liderança Escolar e Clima de Trabalho. Um estudo Caso. Chamusca: Edições Cosmos.
Steffgen, G., Recchia, S., & Viechtbauer; W. (2013). The link between school climate and violence in school: A meta-analytic review. Aggression and Violent Behavior, 18(2), 300–309.
Straus, M. A. (1979). Measuring intrafamily conflict and violence: The Conflict Tactics (CT) Scales. Journal of Marriage and Family, 41(1), 75-86.
Straus, M. A., Hamby, S. L., Finkelhor, D., Moore, D. W., Runyan, D. (1998). Identification of child maltreatment with the parent-child conflict tactic scales: Development and psychometric data for a national sample of American parents. Child Abuse and Neglect, 22(4), 249-270.
Torrego, J. C. (2001). Modelos de regulación de la convivencia. Cuadernos de Pedagogía, 304, 20-28.
Torrego, J. C. (2007). Convivencia, Conflicto y Escuela. In J. M. Moreno Olmedilla & F. Luengo Orcajo. Construir ciudadanía e prevenir conflictos (pp. 49-59). Madrid: Wolters Kluwer.
Ullman, J. B., & Bentler, P. M. (2004). Structural Equation Modeling. In M. Hardy & A. Bryman (Eds), Handbook of data analysis (pp. 431-458). London: Sage.
Zullig, K. J., Huebner, E. S., & Patton, J. M. (2011). Relationships among school climate domains and school satisfaction. Psychology in the Schools, 48(2), 133-145.
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Published
2016-09-16
How to Cite
Cunha, P., Monteiro, A. P., & Lourenço, A. A. (2016). School Climate and Conflict Management Tactics - A Quantitative Study with Portuguese Students. Revista CES Psicología, 9(2), 1–11. https://doi.org/10.21615/cesp.9.2.1
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Copyright (c) 2016 Pedro Cunha, Ana Paula Monteiro, Abílio Afonso Lourenço
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