The Direct and Indirect Relationships between School Attachment, Constructive Conflict Resolution Behavior and Aggression

Abstract

In this study, the direct and indirect relationships between school attachment, constructive conflict resolution behavior and aggression were investigated. 474 sixth grade students participated in the study. According to the findings, there was a negative relationship between school attachment, constructive conflict resolution behavior and aggression, while there was a positive relationship between school attachment and constructive conflict resolution behavior. The direct and indirect relationship between school attachment and constructive conflict resolution behavior and agression. Suggestions on the prevention of violences in schools were discussed in the light of findings.

Escala de Agresividad Física-Verbal y Relacional para Niños Mexicanos

“…Respecto a la red nomológica de los tipos de agresividad en niños y adolescentes, se han informado relaciones negativas con la conducta prosocial, la preocupación empática, la toma de perspectiva (Wang et al, 2019), la empatía cognitiva (Euler et al, 2017), la competencia social (Little et al, 2003), la consciencia emocional (Hamilton et al, 2015), y el manejo constructivo del conflicto (Nermin & Ferda, 2017). En sentido inverso, los tipos de agresividad se han asociado positivamente con la hostilidad, la intolerancia a la frustración, la coacción, la conducta antisocial (Little et al, 2003), las creencias y normas de aprobación de la agresividad (Hitti et al, 2019;Padmanabhanunni & Gerhardt, 2019), la inestabilidad emocional (Caprara & Pastorelli, 1993), la impulsividad (Velki, 2018), la insensibilidad, la falta de emociones, la indiferencia (Voulgaridou & Kokkinos, 2018) y la desregulación emocional (Hitti et al, 2019).…”