Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from Shanghai

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Li-Jun Wang
Wen-Chung Wang
Hai-Gen Gu
Pei-Da Zhan
Xin-Xiao Yang
Julian Barnard
Cite this article:  Wang, L., Wang, W., Gu, H., Zhan, P., Yang, X., & Barnard, J. (2014). Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from Shanghai. Social Behavior and Personality: An international journal, 42(1), 99-114.


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We investigated the relationships among teacher support, peer conflict resolution, and emotional experiences at school in 2,782 students from 12 secondary schools in Shanghai, China. The results demonstrated that: a) most of the students had positive perceptions of teacher support, effective peer conflict resolution, happiness, and communication satisfaction in school context; b) males used more negative peer conflict resolution strategies than did females; c) in all school experiences, significant differences were found between students in different grade levels; and d) teacher support was found to have a positive influence on student happiness, satisfaction, and peer conflict resolution, and effective peer conflict resolution also had a positive influence on student happiness and satisfaction, but negative emotion was found to reduce happiness and satisfaction.

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