Fundamentación, descripción y análisis del cuestionario situacional de estrategias y metas de resolución de conflictos escolares

  1. Esperanza María Ceballos Vacas
  2. Beatriz Rodríguez Ruiz
  3. Juan Antonio Rodríguez Hernández
Journal:
Pedagogía social: revista interuniversitaria

ISSN: 1139-1723

Year of publication: 2021

Issue: 37

Pages: 7

Type: Article

Export: RIS
DOI: 10.7179/psri_2021.37.05 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Metrics

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • SJR Journal Impact: 0.166
  • Best Quartile: Q3
  • Area: Sociology and Political Science Quartile: Q3 Rank in area: 885/1315
  • Area: Education Quartile: Q4 Rank in area: 1125/1543

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • Journal Impact: 0.831
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 48/228

CIRC

  • Social Sciences: B

CiteScore

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • CiteScore of the Journal : 0.5
  • Area: Sociology and Political Science Percentile: 34
  • Area: Education Percentile: 22

Journal Citation Indicator (JCI)

(Indicator corresponding to the last year available on this portal, year 2020)
  • Year 2020
  • Journal Citation Indicator (JCI): 0.18
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 606/723

Abstract

The objective of this article is to offer an instrument to evaluate the resolution strategies used and the goals set by students and teachers in school conflicts. A situational questionnaire was chosen because it connects with the real experiences of both groups and facilitates the design of programs for the positive resolution of conflicts based on the needs detected. The instrument (in both versions for students and teachers) is made up of six types of school conflicts presented in hypothetical situations, adapted in each version. In each sit-uation the frequency on eight conflict resolution strategies is requested (negotiation, media-tion, persuasion, adaptation with understanding, affirmation of power, violence, evasion andacceptance with submission) and the degree of agreement with seven goals (relational, be-haviour change, rules fulfilment, academic value, compensation, avoidance and punishment). Regarding the statistical analyses, before carrying out the exploratory factor analysis (EFA), the databases from the responses of 1143 ESO (Compulsory Secondary Education) students and 166 from their teachers to their respective versions of the questionnaire, were explored confirming their adequacy. The factor analyses identified in both versions three factors of strategies (integrating, dominating and avoiding discomfort) and two factors of goals (longand short term). In addition, various data validity and reliability analyses were carried out, ob-taining adequate values. Therefore, an accurate, realistic and sensitive instrument is provided to assess conflict management, both in students and teachers, supplying guides to design an intervention adjusted to needs of both groups and the school itself.

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