Conflict Mediation, Emotional Regulation and Coping Strategies in the Educational Field

Abstract

Teachers who present high emotional skills and knowledge of strategies to mediate the conflicts generated in the classroom, are able to exercise a better management of both the teaching tasks that correspond to them and to establish an emotionally nutritive and productive educational climate for the students. This research aims to study and analyze, under an integrative conceptual revision methodology, the theories and models that consider individual, group and social aspects of the origin, development and attention of conflicts, as well as emotional elements that underlie people's behavior. All this within interpersonal relationships and in the different areas of action; in order to synthesize the results of each, establishing points of agreement and complementarity that serve to be adapted to the educational field. Educational mediation and emotional regulation are two constructs that have been previously studied separately, or in conjunction with others, but not in a complementary way between them. The presentation of these conceptual discussions suggests the formulation of new theoretical proposals, aimed at improving interpersonal relationships, the environment and dynamics of teaching-learning, focusing efforts on the teachers' collective.

From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

“…On the other hand, we tested the effects of the intervention on MC variables. In this sense, results showed that the presence of MCs significantly decreased over time, both for MCs with teammates (χ 2 [df] = 11.143 [2], p = 0.004) and with opponents (χ 2 [df] = 20.326 [2], p < 0.001). In addition, we tested for possible differences on students' perceptions of the intensity of MCs.…”

“…In addition, it is necessary to identify what attitude the two parties have adopted in dealing with the conflict, e.g., competitive (win-lose), avoidant (lose-lose), or submissive (lose-win) attitudes [86,87]. The pedagogical intervention will attempt to teach students to learn to transform the adopted attitudinal style towards the model of collaboration between equals (win-win) characterised by dialogue, respect towards peers and/or opponents together with compliance with the rules of the game [2,88,89].…”

“…In everyday life, people exchange relationships, meanings, and emotions so that a process of emotional and relational literacy takes place [1]. Such relationships can bring about relational well-being and positive emotions, but they can also be accompanied by interpersonal tensions that often lead to conflict and negative emotional states [2][3][4].…”

“…The presence of tense interpersonal relationships, materialised in conflicts, puts all the educational agents involved in these situations to the test [3,[43][44][45]. The challenge is to transform students' interpersonal relationships by working on social skills and managing negative emotions [2,[46][47][48]. Therefore, coexistence has become one of the fundamental axes of education and one of the great challenges for PE teachers in the 21st century [49,50].…”

An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers

“…Events associated with emotions are easier to recall and last longer in one's memory (Mora, 2016). But the study of emotions, their application in the classroom, and the need for the existence of a good classroom climate for a beneficial, motivating and interesting educational process has not been sufficiently studied (Garritz, 2009), despite the need for teachers to carry out good emotional management and to possess strategies for resolving conflicts (Bonilla et al, 2020). What we know today is that teachers with high levels of stress reported also higher levels of anxiety and depression and that may also influence the student's affective experience in learning (Poon et al, 2019) but also a positive association between teachers and students positive emotions have been found in science lessons (Frenzel et al, 2009).…”