ERIC Number: ED359274
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Social Psychological Consequences of Interpersonal Relations: A Confirmatory Approach to Testing Deutsch's Theory of Cooperation and Conflict Resolution.
This study tested M. Deutsch's theory of cooperation and conflict resolution using an intervention project at an inner city alternative high school in New York City. The study was designed to test the theory by confirmatory structural modeling and by evaluating the intervention. The procedure involved a pre- and post-test procedure administered during the intervention at three high school campuses. The pre-post-matched data set amounted to 346 students, mostly Black and Hispanic American, from economically disadvantaged backgrounds. The study indicates that positive changes in interpersonal relations, induced by constructive conflict resolution, lead to higher academic achievement, and that this effect is mediated by increased internal locus of control. In general, the results from theory testing show that constructive conflict resolution, and possibly effective group working, have a positive impact on a student's interpersonal relations and consequently on that student's self-esteem, locus of control, mental and physical health, and academic achievement. Included are 19 figures; 25 tables; 4 appendixes containing summaries of 14 scales used, additional tables and figures, a description of the intervention plan, and computer programs used for the modeling; and a bibliography of 302 items. (JB)
Descriptors: Blacks, Conflict Resolution, Cooperative Learning, Doctoral Dissertations, Economically Disadvantaged, Educational Theories, Group Dynamics, High School Students, High Schools, Inner City, Interpersonal Competence, Minority Group Children, Models, Nontraditional Education, Program Effectiveness, Sensitivity Training, Urban Schools, Urban Youth
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Evaluative
Education Level: N/A
Sponsor: Grant (W.T.) Foundation, New York, NY.; National Center for Research in Vocational Education, Berkeley, CA.
Authoring Institution: Columbia Univ., New York, NY. Teachers Coll. International Center for Cooperation and Conflict Resolution.