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

Beatriz Rodr�guez-Ruiz, Mar�a Jos� Rodrigo and Raquel-Amaya Mart�nez-Gonz�lez

The Journal of Educational Research, 2015, vol. 108, issue 6, 480-491

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.

Date: 2015
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DOI: 10.1080/00220671.2014.905764

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