earticle

영어

The purpose of this study is to examine the relationships between children's peer conflict resolution strategies, social(school adjustment, behavior problems) and emotional development(self-esteem, positive, negative emotionality) according to relation types. The subjects of the study were 402 children who were selected from fifth and sixth grade of elementary school in Busan. The major findings were as follows: first, there were significant differences in children's peer conflict resolution according to relation types. In other words, higher levels of peer conflict resolution strategies were shown in best friend than classmates. Second, higher levels of compromising-integrating conflict resolution strategy were associated with more school adjustment, self-esteem and positive emotionality, but less internalizing and externalizing behavior problems, negative emotionality. Higher levels of avoiding conflict resolution strategy with best friend were associated with more positive emotionality, but classmates were associated with less externalizing behavior problems. Higher levels of obliging and dominating conflict resolution strategy with best friend were associated with more school adjustment, self-esteem and positive emotionality.