Author(s)Rogers, William A (1947-)
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AbstractThesis (M.Ed.)--University of Melbourne, 1986
There is considerable research available on psychological-moral development in general, based largely on cognitive developmental theory. There appears to be, however, little experimental work on conflict-resolution at the pre-adolescent level. Most studies in conflict-resolution are based either on post-adolescent or adult conflict (in the industrial and management arena). This study was an attempt to measure more definitively conflict-resolution behaviour patterns occurring among primary-school age children. The theoretical and research literature on this area is discussed including studies on aggression and conflict, verbal behaviour and social relationships and sex-difference as it relates to general conflict behaviour. The subjects of this study were 560 children from preparatory grade (age 4 1/2) to grade six (age 12) in a large primary school in Western Suburban, Melbourne. The study investigated children's self-initiated responses to a hypothetic dyadic conflict. As the responses in the upper grade levels were more verbally based a test of general verbal ability (the TOLA 4 and 6) was given to all grade 4 to 6 children to ascertain correspondence between general verbal ability and stated, preferred, means of resolution in dyadic conflict. The hypothetic conflict was dyadic, pragmatic and well within the child's normal play experience. The subjects were invited to nominate their preferred mode of conflict resolution. These preferences, for resolution, were classified into resolution modes. The survey and testing provided support for the hypotheses that reasoning-based resolution characteristics is correlated with age, that boys are more likely to select aggressive resolutions to conflict than girls, while girls will be more likely to select verbally based behaviours.
TypeMasters Coursework thesis