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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.
FUNDING
This work was supported by the Spanish Ministry of Science and Innovation [Grant TRA2009_0145].
Additional information
Notes on contributors
Beatriz Rodríguez-Ruiz
Beatriz Rodríguez-Ruiz was affiliated with the University of La Laguna in Spain at the time of the study and is now Associate Professor at the University of Oviedo in Spain. Her research interests include conflict resolution strategies for adolescents, positive parenting, and school–family–community partnerships.
María José Rodrigo
Maria José Rodrigo is Professor at the University of La Laguna in Spain. Her research interests include family relationships and the evaluation of evidence-based parenting programs to promote positive parenting.
Raquel-Amaya Martínez-González
Raquel-Amaya Martínez-González is Professor at the University of Oviedo in Spain. Her research interests include emotional and social competences, evidence-based programs on Positive Parenting, and school–family–community partnerships