Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach

Introduction: The educational system in Costa Rica, as regulated by Law #7727, which governs Alternative Conflict Resolution and Promotion of Social Peace must consider the interplay of various factors influencing classroom conflicts and the management strategies employed by teachers. Consequently,...

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Autores: Bonilla R., Pedro, Armadans Tremolosa, Immaculada, Anguera Argilaga, María Teresa
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/221853
Acceso en línea:https://hdl.handle.net/2445/221853
Access Level:acceso abierto
Palabra clave:Gestió de conflictes
Investigació amb mètodes mixtos
Costa Rica
Educació secundària
Entrevista en profunditat
Observació (Mètode científic)
Conflict management
Mixed methods research
Secondary education
Focus groups
Observation (Scientific method)
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spelling Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approachBonilla R., PedroArmadans Tremolosa, ImmaculadaAnguera Argilaga, María TeresaGestió de conflictesInvestigació amb mètodes mixtosCosta RicaEducació secundàriaEntrevista en profunditatObservació (Mètode científic)Conflict managementMixed methods researchCosta RicaSecondary educationFocus groupsObservation (Scientific method)Introduction: The educational system in Costa Rica, as regulated by Law #7727, which governs Alternative Conflict Resolution and Promotion of Social Peace must consider the interplay of various factors influencing classroom conflicts and the management strategies employed by teachers. Consequently, it becomes imperative to identify the most effective conflict resolution practices applicable within this context. To achieve this, a thorough procedure based on mixed methods was employed to analyze and interpret both classroom conflict behaviors and teachers’ strategic responses. Method: This study employed an indirect observational methodology, from a mixed methods approach. Data was collected through a focus group comprised of teachers. Following the connect framework, the procedure was conducted in three phases: QUAL-QUAN-QUAL. Two analytical techniques were implemented. A lag sequential analysis was used to explore potential behavioral patterns. The results of this analysis informed a polar coordinate analysis, which generated a visual representation of the relationships between codes. Results and discussion: A focus group addressed four questions, yielding satisfactory data quality control results (kappa values: 0.80, 0.77, 0.76, 0.82). In polar coordinate analysis, the 37 observational instrument categories were designated as focal behaviors. Each of the 37 analyses treated all categories as conditioned behaviors. The analysis identified 342 activation/inhibition relationships between focal and conditioned behaviors. Of these, 195 were statistically highly significant, distributed across quadrants: Quadrant I (106), Quadrant II (36), Quadrant III (16), Quadrant IV (36). Significant gaps in understanding of conflict were identified, along with disparities in the resources and competencies necessary for successful conflict resolution among the observed educators. Specifically, teachers frequently employed techniques informed by intuition rather than deliberate strategy learned in their training. Consequently, the study advocates for enhancing teachers’ cognitive and emotional competencies to optimize conflict management within the classroom and bolster their adaptive coping mechanisms.Frontiers Media2025202520242025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion17 p.application/pdfhttps://hdl.handle.net/2445/221853Articles publicats en revistes (Psicologia Social i Psicologia Quantitativa)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.3389/fpsyg.2024.1407433Frontiers in Psychology, 2024, vol. 15, 1407433https://doi.org/10.3389/fpsyg.2024.1407433cc by (c) Bonilla R., Pedro. et al., 2024http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2218532026-05-29T05:05:01Z
dc.title.none.fl_str_mv Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach
title Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach
spellingShingle Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach
Bonilla R., Pedro
Gestió de conflictes
Investigació amb mètodes mixtos
Costa Rica
Educació secundària
Entrevista en profunditat
Observació (Mètode científic)
Conflict management
Mixed methods research
Costa Rica
Secondary education
Focus groups
Observation (Scientific method)
title_short Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach
title_full Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach
title_fullStr Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach
title_full_unstemmed Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach
title_sort Focus group on conflict management in the classroom in Secondary Education in Costa Rica: mixed methods approach
dc.creator.none.fl_str_mv Bonilla R., Pedro
Armadans Tremolosa, Immaculada
Anguera Argilaga, María Teresa
author Bonilla R., Pedro
author_facet Bonilla R., Pedro
Armadans Tremolosa, Immaculada
Anguera Argilaga, María Teresa
author_role author
author2 Armadans Tremolosa, Immaculada
Anguera Argilaga, María Teresa
author2_role author
author
dc.subject.none.fl_str_mv Gestió de conflictes
Investigació amb mètodes mixtos
Costa Rica
Educació secundària
Entrevista en profunditat
Observació (Mètode científic)
Conflict management
Mixed methods research
Costa Rica
Secondary education
Focus groups
Observation (Scientific method)
topic Gestió de conflictes
Investigació amb mètodes mixtos
Costa Rica
Educació secundària
Entrevista en profunditat
Observació (Mètode científic)
Conflict management
Mixed methods research
Costa Rica
Secondary education
Focus groups
Observation (Scientific method)
description Introduction: The educational system in Costa Rica, as regulated by Law #7727, which governs Alternative Conflict Resolution and Promotion of Social Peace must consider the interplay of various factors influencing classroom conflicts and the management strategies employed by teachers. Consequently, it becomes imperative to identify the most effective conflict resolution practices applicable within this context. To achieve this, a thorough procedure based on mixed methods was employed to analyze and interpret both classroom conflict behaviors and teachers’ strategic responses. Method: This study employed an indirect observational methodology, from a mixed methods approach. Data was collected through a focus group comprised of teachers. Following the connect framework, the procedure was conducted in three phases: QUAL-QUAN-QUAL. Two analytical techniques were implemented. A lag sequential analysis was used to explore potential behavioral patterns. The results of this analysis informed a polar coordinate analysis, which generated a visual representation of the relationships between codes. Results and discussion: A focus group addressed four questions, yielding satisfactory data quality control results (kappa values: 0.80, 0.77, 0.76, 0.82). In polar coordinate analysis, the 37 observational instrument categories were designated as focal behaviors. Each of the 37 analyses treated all categories as conditioned behaviors. The analysis identified 342 activation/inhibition relationships between focal and conditioned behaviors. Of these, 195 were statistically highly significant, distributed across quadrants: Quadrant I (106), Quadrant II (36), Quadrant III (16), Quadrant IV (36). Significant gaps in understanding of conflict were identified, along with disparities in the resources and competencies necessary for successful conflict resolution among the observed educators. Specifically, teachers frequently employed techniques informed by intuition rather than deliberate strategy learned in their training. Consequently, the study advocates for enhancing teachers’ cognitive and emotional competencies to optimize conflict management within the classroom and bolster their adaptive coping mechanisms.
publishDate 2024
dc.date.none.fl_str_mv 2024
2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/221853
url https://hdl.handle.net/2445/221853
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3389/fpsyg.2024.1407433
Frontiers in Psychology, 2024, vol. 15, 1407433
https://doi.org/10.3389/fpsyg.2024.1407433
dc.rights.none.fl_str_mv cc by (c) Bonilla R., Pedro. et al., 2024
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc by (c) Bonilla R., Pedro. et al., 2024
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 17 p.
application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv Articles publicats en revistes (Psicologia Social i Psicologia Quantitativa)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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