CONFLICT RESOLUTION STYLES PREFERRED BY SCHOOLCHILDREN WITH VARYING DEGREES OF SOCIAL ADAPTATION

Conflicts are an integral part of people’s lives, regardless of their age. This aspect of life evokes many negative connotations. Nevertheless, the advantages of confl icts are now often exposed, providing that they are solved in a constructive way. The adolescent period is a stage of life that undoubtedly favours the frequency and intensity of diffi cult interpersonal situations. Therefore, the researchers decided to analyse which confl ict resolution styles are favoured by youth. The research was conducted in a group of one hundred and twentytwo secondary school students, half of whom were minors. A diagnostic opinion poll was applied. To be precise, it was the Confl ict Mode Instrument of Thomas and Kilmann. From the data obtained it stems that the minors, in comparison to the youth who are not under the supervision of a probation offi cer, are less likely to give up their own needs and interests on behalf of their partner in confl ict. However, equally often, people from the comparison groups solve confl icts by competing, looking for a compromise, using escaping mechanisms as well as cooperating with the confl ict partner. This means that it is worth applying negotiation and mediation as a preventative measure to prevent the escalation of the symptoms of social maladjustment.

Download Full-text

Awareness and attitude of secondary school students about drug use

Journal of Health Sciences ◽

10.17532/jhsci.2013.30 ◽

2013 ◽

Vol 3 (1) ◽

pp. 55-59

Author(s):

Suada Branković ◽

Mersa Šegalo ◽

Arzija Pašalić ◽

Jasmina Mahmutović ◽

Amila Jaganjac ◽

...

Keyword(s):

High School ◽

High School Students ◽

Secondary School ◽

Secondary School Students ◽

Modern Society ◽

Young Population ◽

Psychoactive Substances ◽

School Students ◽

Diffi Cult ◽

The Individual

Introduction: Problem of addiction on psychoactive substances is one of the most diffi cult problems in a modern society, which brings serious consequences, both for the individual, his environment and the whole society.Methods: The study included 95 children and adolescents of medical school. Among the respondents, there were 44 subjects of third year of high school and 51 respondent-grader.Results: Students involved in this research as an answer to why young people start using drugs often reported curiosity in over 50% of cases, as well as pressure of friends. For students who use narkotine respondents generally thought they are reasonable and sufficiently weak and limited personality. Thelargest number of high school students who were involved in the study did not know the individuals who use drugs.Conclusion: Drug addiction is a serious problem all over the country, and the number of addicts is becoming larger. Particularly worrisome is the fact that the consumption of the drug phenomenon is a characteristic of young population, especially high school students

Download Full-text

The Role of Defending Norms in Victims’ Classroom Climate Perceptions and Psychosocial Maladjustment in Secondary School

Research on Child and Adolescent Psychopathology ◽

10.1007/s10802-020-00738-0 ◽

2020 ◽

Author(s):

Lydia Laninga-Wijnen ◽

Yvonne H. M. van den Berg ◽

Tim Mainhard ◽

Antonius H. N. Cillessen

Keyword(s):

Secondary School ◽

Psychosocial Adjustment ◽

Classroom Climate ◽

Psychosocial Problems ◽

Social Maladjustment ◽

Descriptive Norms ◽

School Students ◽

Adjustment Difficulties ◽

Increased Risk ◽

Climate Perceptions

AbstractVictims of bullying are at increased risk of developing psychosocial problems. It is often claimed that it helps victims when others stand up against the bullying and when defending is typical (descriptive norm) or rewarded with popularity (popularity norm) in classrooms. However, recent work on the healthy context paradox suggests that victims – paradoxically – tend to do worse in more positive classrooms. Therefore, it is possible that defending norms are counterproductive and exacerbate victims’ adjustment difficulties, possibly because social maladjustment is more apparent in classrooms where everybody else is doing well. The current study examined whether descriptive and popularity norms for defending predicted victims’ classroom climate perceptions and psychosocial adjustment. Using data of 1,206 secondary school students from 45 classrooms (Mage = 13.61), multi-level analyses indicated that descriptive norms for defending increased rather than decreased negative classroom climate perceptions and maladjustment of victimized youths. In contrast, popularity norms for defending positively predicted all students’ classroom climate perceptions and feelings of belonging, except victims’ self-esteem. Interventions may benefit more from promoting popularity norms for defending rather than descriptive norms for defending in secondary schools.

Download Full-text

Radicalization Prevention by Means of Strengthening Social and Civic Competences

Contemporary School Psychology ◽

10.1007/s40688-020-00330-9 ◽

2020 ◽

Author(s):

Marcin Sklad ◽

Eri Park ◽

Iris van Venrooij ◽

Abigail Pickard ◽

Jantine Wignand

Keyword(s):

Conflict Resolution ◽

Secondary School ◽

Perspective Taking ◽

Secondary School Students ◽

Comparison Group ◽

Intervention Group ◽

School Students ◽

Multiple Identity ◽

Teachers And Students ◽

Comparison Groups

Abstract This study evaluates the effects and reception of the Universal Curriculum Against Radicalization in Europe: an intervention aimed at preventing radicalization trough fostering social and civic competences and disrupting mechanisms involved in radicalization. A total of 191 Dutch secondary school students received the curriculum. The effects were assessed by contrasting the intervention and comparison groups. The curriculum was positively received by both teachers and students. Participants in the intervention group improved significantly more than the comparison group on the majority of measured outcomes: mindfulness, conflict resolution, assertiveness, (multiple) identity awareness, political self-efficacy, awareness of group pressure, critical open-mindedness, and perspective taking. Results suggest that the UCARE curriculum fosters skills and competences indicated to have preventive potential against radicalization.

Download Full-text

A Study on Social Competence of Secondary School Students Residing in Juvenile Homes

Artha - Journal of Social Sciences ◽

10.12724/ajss.44.1 ◽

2018 ◽

Vol 17 (1) ◽

pp. 1-8

Author(s):

Shylaja CV

Keyword(s):

Social Competence ◽

Secondary School ◽

Social Development ◽

Rural Population ◽

Secondary School Students ◽

Social Adaptation ◽

School Students ◽

The Social ◽

Type Of Institution

The present study examines the social competence of secondary school students residing in Juvenile homes. Studies report that the residents of Juvenile homes are deficient in social adaptation skills. This could be due to lack of resources and support. Schools within Juvenile homes could provide resources to develop social competence skills beneficial for their personal and social development. The study used surveys to measure the level of social competence of the secondary school students residing in the Juvenile homes of Kerala with the sub-samples based on gender, locality, and type of institution. The study reports significant differences in social competence between boys and girls, urban and rural population, and government, aided, and private residents of Juvenile homes.

Download Full-text

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Download Full-text

The Schoolwork Engagement Inventory

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000091 ◽

2012 ◽

Vol 28 (1) ◽

pp. 60-67 ◽

Cited By ~ 87

Author(s):

Katariina Salmela-Aro ◽

Katja Upadaya

Keyword(s):

Secondary School ◽

Concurrent Validity ◽

Structural Equation ◽

Self Esteem ◽

Equation Modeling ◽

Validity And Reliability ◽

Older Students ◽

School Students ◽

Factor Solution ◽

Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Download Full-text

Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

Author(s):

Jake Harwood ◽

Laszlo Vincze

Keyword(s):

Secondary School ◽

Coping Strategies ◽

Secondary School Students ◽

Minority Language ◽

German Language ◽

Tv Viewing ◽

School Students ◽

Ethnolinguistic Vitality ◽

Ethnolinguistic Identity ◽

Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Download Full-text

Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Download Full-text