The Differential Performance of Wise Reasoning Among High School Students in Teacher–Student Conflict and Peer Conflict: A Psychometric Network Analysis

ABSTRACT As the primary location for adolescents' interpersonal communication, schools are an inevitable setting for interpersonal conflicts. This study aims to explore the differential performance of wise reasoning in both teacher–student and peer conflicts among high school students by networ...

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Published inPsychology in the schools Vol. 62; no. 9; pp. 3208 - 3224
Main Authors Lin, Hongyi, Wang, Yan, Wang, Fengyan
Format Journal Article
LanguageEnglish
Published Hoboken Wiley Subscription Services, Inc 01.09.2025
Subjects
Adolescents
Coping
Coping style
Emotional coping
High School Students
Interpersonal communication
Interpersonal conflict
Network analysis
peer conflicts
Peers
psychometric network analysis
Secondary school students
Secondary schools
Teachers
teacher–student conflict
Teenagers
wise reasoning
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Abstract ABSTRACT As the primary location for adolescents' interpersonal communication, schools are an inevitable setting for interpersonal conflicts. This study aims to explore the differential performance of wise reasoning in both teacher–student and peer conflicts among high school students by network analysis, as well as the mediating roles of coping style. Data were collected from 1015 Chinese adolescents using a randomized trial design by self‐report measures. The mediation analysis demonstrated that problem coping orientation and emotional coping orientation played parallel mediating roles in the influence of conflict type on wise reasoning. Results of the network analysis showed that problem‐solving was the node with the strongest centrality in the network and had the highest bridge association degree with wise reasoning. “View of an outsider” and “Searching for a compromise” had the highest bridge association degrees with coping style. These findings enhanced our understanding of the differential performance of wise reasoning among high school students in different school conflict types. Future research should further explore these differences to develop more appropriate wisdom education for adolescents. Summary School conflicts serve as valuable educational tools and provide opportunities for cultivating wisdom in adolescents. Teacher–student conflict is more conducive to promoting adolescents' wise reasoning than peer conflict. Problem solve orientation is more conducive to promoting adolescents' wise reasoning than emotional coping orientation.
AbstractList ABSTRACT As the primary location for adolescents' interpersonal communication, schools are an inevitable setting for interpersonal conflicts. This study aims to explore the differential performance of wise reasoning in both teacher–student and peer conflicts among high school students by network analysis, as well as the mediating roles of coping style. Data were collected from 1015 Chinese adolescents using a randomized trial design by self‐report measures. The mediation analysis demonstrated that problem coping orientation and emotional coping orientation played parallel mediating roles in the influence of conflict type on wise reasoning. Results of the network analysis showed that problem‐solving was the node with the strongest centrality in the network and had the highest bridge association degree with wise reasoning. “View of an outsider” and “Searching for a compromise” had the highest bridge association degrees with coping style. These findings enhanced our understanding of the differential performance of wise reasoning among high school students in different school conflict types. Future research should further explore these differences to develop more appropriate wisdom education for adolescents. Summary School conflicts serve as valuable educational tools and provide opportunities for cultivating wisdom in adolescents. Teacher–student conflict is more conducive to promoting adolescents' wise reasoning than peer conflict. Problem solve orientation is more conducive to promoting adolescents' wise reasoning than emotional coping orientation.
As the primary location for adolescents' interpersonal communication, schools are an inevitable setting for interpersonal conflicts. This study aims to explore the differential performance of wise reasoning in both teacher–student and peer conflicts among high school students by network analysis, as well as the mediating roles of coping style. Data were collected from 1015 Chinese adolescents using a randomized trial design by self‐report measures. The mediation analysis demonstrated that problem coping orientation and emotional coping orientation played parallel mediating roles in the influence of conflict type on wise reasoning. Results of the network analysis showed that problem‐solving was the node with the strongest centrality in the network and had the highest bridge association degree with wise reasoning. “View of an outsider” and “Searching for a compromise” had the highest bridge association degrees with coping style. These findings enhanced our understanding of the differential performance of wise reasoning among high school students in different school conflict types. Future research should further explore these differences to develop more appropriate wisdom education for adolescents.
As the primary location for adolescents' interpersonal communication, schools are an inevitable setting for interpersonal conflicts. This study aims to explore the differential performance of wise reasoning in both teacher–student and peer conflicts among high school students by network analysis, as well as the mediating roles of coping style. Data were collected from 1015 Chinese adolescents using a randomized trial design by self‐report measures. The mediation analysis demonstrated that problem coping orientation and emotional coping orientation played parallel mediating roles in the influence of conflict type on wise reasoning. Results of the network analysis showed that problem‐solving was the node with the strongest centrality in the network and had the highest bridge association degree with wise reasoning. “View of an outsider” and “Searching for a compromise” had the highest bridge association degrees with coping style. These findings enhanced our understanding of the differential performance of wise reasoning among high school students in different school conflict types. Future research should further explore these differences to develop more appropriate wisdom education for adolescents. School conflicts serve as valuable educational tools and provide opportunities for cultivating wisdom in adolescents. Teacher–student conflict is more conducive to promoting adolescents' wise reasoning than peer conflict. Problem solve orientation is more conducive to promoting adolescents' wise reasoning than emotional coping orientation.
Author Lin, Hongyi
Wang, Fengyan
Wang, Yan
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Notes Hongyi Lin and Yan Wang made equal contribution to this article, so they share first authorship.
Corrections made May 31, 2025, after initial online publication. Affiliation order for author Fengyan Wang has been adjusted. Co‐first author Yan Wang has been updated from Wang Yan.
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Snippet ABSTRACT As the primary location for adolescents' interpersonal communication, schools are an inevitable setting for interpersonal conflicts. This study aims...
As the primary location for adolescents' interpersonal communication, schools are an inevitable setting for interpersonal conflicts. This study aims to explore...
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crossref
wiley
SourceType Aggregation Database
Index Database
Publisher
StartPage 3208
SubjectTerms Adolescents
Coping
Coping style
Emotional coping
High School Students
Interpersonal communication
Interpersonal conflict
Network analysis
peer conflicts
Peers
psychometric network analysis
Secondary school students
Secondary schools
Teachers
teacher–student conflict
Teenagers
wise reasoning
Title The Differential Performance of Wise Reasoning Among High School Students in Teacher–Student Conflict and Peer Conflict: A Psychometric Network Analysis
URI https://onlinelibrary.wiley.com/doi/abs/10.1002%2Fpits.23531
https://www.proquest.com/docview/3238249104
Volume 62
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