The purpose of this study was to investigate and assess the effectiveness of conflict resolution training on students' ability to recall the steps of conflict resolution and to use conflict resolution strategies to resolve conflicts peacefully. Thirty-five third grade students from a middle class rural elementary school participated in the study. The experimental group (N = 17) received six weeks of conflict resolution training, and the control group (N = 18) received no intervention. All participants were assessed on recall of the six steps of conflict resolution and on the application of conflict strategies in response to a conflict scenario during a pre and posttest. A two-way analysis of variance was conducted and indicated that conflict resolution training is effective in teaching students to recall the steps of conflict resolution F= 163.984, p < .000 df (1,33) and is effective in teaching students strategies to resolve conflicts peacefully F = 8.791, p < .006 df (1,33). The group who received training recalled significantly more steps and utilized more peaceful conflict strategies than the control group F = 18.263, p < 000, df (1,33). Implications for the effectiveness in teaching conflict resolution in elementary school are discussed.
","abstract_html":"<p>The purpose of this study was to investigate and assess the effectiveness of conflict resolution training on students' ability to recall the steps of conflict resolution and to use conflict resolution strategies to resolve conflicts peacefully. Thirty-five third grade students from a middle class rural elementary school participated in the study. The experimental group (N = 17) received six weeks of conflict resolution training, and the control group (N = 18) received no intervention. All participants were assessed on recall of the six steps of conflict resolution and on the application of conflict strategies in response to a conflict scenario during a pre and posttest. A two-way analysis of variance was conducted and indicated that conflict resolution training is effective in teaching students to recall the steps of conflict resolution <em>F</em>= 163.984, <em>p</em> < .000 df (1,33) and is effective in teaching students strategies to resolve conflicts peacefully <em>F</em> = 8.791, <em>p</em> < .006 df (1,33). The group who received training recalled significantly more steps and utilized more peaceful conflict strategies than the control group <em>F</em> = 18.263, <em>p</em> < 000, df (1,33). Implications for the effectiveness in teaching conflict resolution in elementary school are discussed.</p>","abstract_has_math":false,"creators":["Moore, Nanci L."],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta","Epifanio, Frank"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05-02T07:00:00Z","date_published":"2007-05-02T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Conflict management; Education, Elementary","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/825","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta","Epifanio, Frank"]},{"key":"dc:creator","label":"Author","values":["Moore, Nanci L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Conflict management; Education, Elementary","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/825"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate and assess the effectiveness of conflict resolution training on students' ability to recall the steps of conflict resolution and to use conflict resolution strategies to resolve conflicts peacefully. Thirty-five third grade students from a middle class rural elementary school participated in the study. The experimental group (N = 17) received six weeks of conflict resolution training, and the control group (N = 18) received no intervention. All participants were assessed on recall of the six steps of conflict resolution and on the application of conflict strategies in response to a conflict scenario during a pre and posttest. A two-way analysis of variance was conducted and indicated that conflict resolution training is effective in teaching students to recall the steps of conflict resolution F= 163.984, p < .000 df (1,33) and is effective in teaching students strategies to resolve conflicts peacefully F = 8.791, p < .006 df (1,33). The group who received training recalled significantly more steps and utilized more peaceful conflict strategies than the control group F = 18.263, p < 000, df (1,33). Implications for the effectiveness in teaching conflict resolution in elementary school are discussed.
"]},{"key":"dc:title","label":"Title","values":["Conflict resolution in elementary school"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta","Epifanio, Frank"],"dc:creator":["Moore, Nanci L."],"dc:date.available":["2016-03-29T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate and assess the effectiveness of conflict resolution training on students' ability to recall the steps of conflict resolution and to use conflict resolution strategies to resolve conflicts peacefully. Thirty-five third grade students from a middle class rural elementary school participated in the study. The experimental group (N = 17) received six weeks of conflict resolution training, and the control group (N = 18) received no intervention. All participants were assessed on recall of the six steps of conflict resolution and on the application of conflict strategies in response to a conflict scenario during a pre and posttest. A two-way analysis of variance was conducted and indicated that conflict resolution training is effective in teaching students to recall the steps of conflict resolution F= 163.984, p < .000 df (1,33) and is effective in teaching students strategies to resolve conflicts peacefully F = 8.791, p < .006 df (1,33). The group who received training recalled significantly more steps and utilized more peaceful conflict strategies than the control group F = 18.263, p < 000, df (1,33). Implications for the effectiveness in teaching conflict resolution in elementary school are discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/825"],"dc:subject":["Conflict management; Education, Elementary","Educational Psychology"],"dc:title":["Conflict resolution in elementary school"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:13:40Z"}