Year: 2025
Type: article
Abstract: To support teacher-guided techniques that support emotional self-regulation, this study characterizes how conflicts that arise in the classroom are identified and resolved. From a mixed methods perspective, nine classes were systematically observed for five sessions each. After coding the data according to an ad hoc instrument and assessing the concordance of the records, a lag sequential analysis (GSEQ5) was performed to detect the existing regularities and sequences, and a polar coordinate analysis (HOISAN) to observe the relationships among the categories. Finally, multiple cases were detected using both analysis techniques. The findings provide information on who recognizes conflicts, how they address them, and whether or not they offer solutions. The discussion emphasizes the importance of making clear how emotions are expressed, managed, and communicated and the part teachers have in educating students about them.
Source: Frontiers in Education
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,353
Award: G3762935879
OpenAlex ID: W4414452505