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

• Li-Jun Wang

  Zhejiang Normal University

• Wen-Chung Wang

  Hong Kong Institute of Education

• Hai-Gen Gu

  Shanghai Normal University

• Pei-Da Zhan

  Zhejiang Normal University

• Xin-Xiao Yang

  Zhejiang Normal University

• Julian Barnard

  JB Associates, Warwick

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.

1. Li-Jun Wang, Zhejiang Normal University
   Department of Psychology
2. Wen-Chung Wang, Hong Kong Institute of Education
   Department of Psychological Studies
3. Hai-Gen Gu, Shanghai Normal University

   Department of Psychology, College of Education

4. Pei-Da Zhan, Zhejiang Normal University

   Department of Psychology, College of Teacher Education

5. Xin-Xiao Yang, Zhejiang Normal University

   Department of Education, College of Teacher Education

6. Julian Barnard, JB Associates, Warwick
   Education Consultant

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