Abstract
The purpose of this research was to focus on scenes of differing opinions in the classroom and consider interpersonal conflict resolution styles for elementary school students from the perspective of QOL (Quality of Life). A questionnaire survey was conducted on a total of 421 fourth- and sixth-grade students (202 boys and 219 girls).
In the beginning, children were classified according to resolution style. Five groups were discovered as a result of cluster analysis: a resolution-emphasis group, a dialogue-emphasis group, a other-transforming group, a self-restraint group, and a passive-resolution group. Next, we considered the difference in QOL by group. We performed a single factor analysis of variance by considering each group as an independent variable and the “QOL total score” of the “elementary school student QOL measure” and the five sub-area scores as dependent variables.
The main results are as follows:
1) The main effect for the groups was recognized in the “QOL total score” and three sub-area scores (emotional well-being, friends, and school life)
2) It became clear that the “QOL total score” and “emotional well-being” were higher for the dialogue-emphasis group than for the resolution-emphasis group, the other-transforming group, and the self-restraint group; and “friends” and “school life” were the highest for the resolution-emphasis group.
3) In addition to “emotional well-being,” “friends” and “school life” were low for the resolution-emphasis group.
These results suggest a relationship between conflict resolution styles in scenes of differing opinions among elementary school students in classrooms and QOL.
