ORIGINAL RESEARCH article
Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1675580
This article is part of the Research TopicCulture and Emotion in Educational Dynamics - Volume IVView all 15 articles
Conflicts in the Classroom: Contributions from a Study on Emotional Self-Regulation
Provisionally accepted
- 1Universidad de La Frontera, Temuco, Chile
- 2Universitat de Valencia, Valencia, Spain
- 3Universitat de Barcelona, Barcelona, Spain
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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, 9 classes were systematically observed for 5 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.
Keywords: Conflict Resolution, Emotional education, School coexistence, Educationalinteraction process, Student teacher relationship, Peer relationship, mixed methods
Received: 29 Jul 2025; Accepted: 26 Aug 2025.
Copyright: © 2025 Alarcón-Espinoza, Samper and Anguera. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Marina Alarcón-Espinoza, Universidad de La Frontera, Temuco, Chile
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