Conflict is a situation of discussion, tension, and disagreement among one person or more on any subject (Öner, 2004). It is known that how adolescents experiencing conflict impacted psychologically and physically is not a one-dimensional problem arising from their own characteristics, but a multidimensional problem that is also affected by school, family, teachers, friends, and culture (Dogan, 2010). Conflict resolution is the ability of the proponent to come together to solve the problem (Koruklu et al., 2016).

Adolescence means that the student changes in many ways in terms of physiological, psychological, cognitive, and sociological aspects. Adolescents grow, mature, develop, change, and try to cope with personal, academic, and social problems. To pass this period in a healthy way, the adolescent needs to acquire problem-solving skills. Problem solving is how the adolescent will behave to overcome the obstacles he encounters to reach his goal. It is seen that intelligence is important in problem-solving skills, which can also be revealed through learning. The most important factors in the development of these abilities are their families and close circles (Arslan and Kabasakal, 2013).

Emotional abuse is all the types of behavior that psychologically harm the person and is mostly experienced during adolescence (Kanak and Çelik, 2018). In emotional abuse, children may lose their self-confidence, be hurt, and experience a decrease in respect (Curun, 2021). Emotionally abused adolescents will experience aggressive, negative self-development, disorder in social relations, and the lack of self-confidence (Yalçin, 2007). Abuse is the deprivation of children of attention and love (Koçmarlar and Akbag, 2018). Self-concept is to perceive what the student is, what he/she wants to do, and why (Biyikli, 2014). It occurs as a result of social interactions and reflects the student's self-awareness. It is the true personality of individuals. The self-perception of the student is his/her selfhood (Özyürek et al., 2020). Social anxiety is the avoidance of all social situations such as speaking, being introduced, and eating in a crowded environment. The individual has the feeling that he is constantly being followed by others (Erkan, 2002). Social anxiety, which is mostly experienced at the age of 11–17, reduces the quality of making friends for adolescents and decreases their social interactions and quality of life (Kermen et al., 2016).

Today's rapid developments and changes also bring problems. It is a known fact that in youth, the student experiences conflicts and problems with her/his family and environment. In the study, which was carried out to measure what can be done against the conflicts experienced by young people who can keep up with technological developments, it was emphasized that these problems can be prevented by applying conflict resolution education and communication skills, in which students have conflicts with their families and surroundings in this period, and there can be peace, happiness, and success in the society (Dinçyürek and Civelek, 2008). Adolescents are afraid of being misunderstood and being alone. In adolescence, students may be afraid of being alone because they have difficulty in communicating with parents and social media. It is important that the problem-solving skills of the person are at a high level, so that the student is prepared for the future in the best way (Armagan and Eşkisu, 2011). Students who need to use their problem-solving skills will be able to be successful in their schools and lives without having conflicts by generating solutions to the problems they encounter (Ekici and Balim, 2013).

The first relationship established with the mother and father leads to his selfness and to close relations he will establish with his friends, teachers, and environment. In other words, negative parental attitudes, which means not meeting the needs of the individual on a sound basis, such as criticizing, rejecting, overprotecting, and neglecting, can lead to the development of lovelessness, worthlessness, and negative beliefs. It has been observed that as a result of this situation, which is perceived in childhood, a tendency for individuals to experience conflict in their interpersonal relationships during adolescence (Cesur et al., 2017). Family, teachers, and friends have a very important role in the lives of adolescents. As the adolescent's social support from friends, teachers, and family increases, their conflict resolution skills also increase, and as social support from friends increases, their social development will increase and they will be able to establish better relationships (Karapinar, 2021). Since young people who can establish positive relationships will have the motivation and happiness to fulfill their expectations, the satisfaction they will get from their life will increase in accordance with this situation (Akyürek et al., 2018). Adolescents who are criticized by their parents and have a deficiency of love develop passive, diffident, and antisocial behaviors (Öztep, 2010). Behaviors of parents that lead to emotional abuse cause both emotional and behavioral problems in students (Ulu, 2011).

It has been determined that the adolescents who experience conflict are those with low self-esteem, poor social adaptation, communication problems, and spend most of their time alone (Akyol and Bilbay, 2018). Meaningful negative and positive relationships were found among conflict resolution, aggression, and anger (Gündogdu, 2010). Event scales were administered to 210 Chinese university students and it was observed that socially weak students who do not have close friends or who lost them are nervous and quiet with unfamiliar people. It was found that negative life events mediated fully in social avoidance (Li et al., 2013). School is a place where both students' cognitive, physical, and socio-emotional development continues and social interactions, different cultures, and perspectives are brought together. School years in which their selfness develops are the ages that present positive and negative experiences for students (Öztürk, 2019). The most common situations that cause a conflict in schools can be seen as disrupting the game the students are playing, hurting each other, making fun of each other, using nicknames, and taking their belongings without permission (Koruklu, 2008).

While conflicts and threats in schools cause students to stay away from their schools and fail academically, they should be taught to solve conflict problems rather than engage in conflict. There is a strong relationship between conflict among students and academic failure. With prevention and intervention programs in schools, the focus can be on changing students' personality traits (e.g., beliefs, attitudes, and behaviors) and creating a more moderate school environment (Evoy and Welker, 2000). Conflict is a condition that our children must experience for their social development. It has been observed that if the student's social emotional skills improve, the aggressive behaviors they display will lessen, and they will be constructive in conflict resolution (Koruklu et al., 2017). Developmental and preventive guidance services are increasing more and more to prevent conflicts without any problems beforehand to fight with the increasing violence, conflict events, and disagreements among students in schools and to increase students' conflict resolution skills (Koruklu et al., 2016).

A student who recognizes and is aware of his/her feelings can spare time and energy to get to know and understand other students. The student who does not know herself/ himself and constantly has problems with herself cannot focus on getting to know others. The relationship established with parents and children and the behaviors in between are crucial in the development of self-perception (Yüksel, 2009). Emotion can be used. Students can be grouped by interaction, shared culture, shared group interests. Students who share each other's feelings build their relationships in a positive way. Emotion goes with identity (Mercer, 2014). Self-perception is the value she/he gives to herself/himself and the respect she/he feels. A student who successfully experiences adolescence without any difference between his/her own self and his/her ideal self will contribute to the social order, entrepreneurship, and self-confidence of the student when she/he can get enough of his high self-esteem and sense of approval from his/her friend, school, and parents in this period (Aliyev and Erhan, 2017).

Development is a coherent, life-long, continuous change and progress. The person shows a development according to age, with different characteristics. Middle childhood and early adolescence are important developmental times in which students aged 6–14 form their identities. Biological and cognitive changes change students' bodies and minds. Social relationships and roles change dramatically as students build relationships. In middle childhood, students develop self-esteem and a sense of individuality by comparing themselves to their friends (Eccles, 1999). Experiences with their families and friends during these developmental periods can have lasting effects on the child. First of all, a person's development of a healthy personality in aspects of social and emotional development during preschool is related to adaptation to her/his environment. If parents support their children socially and emotionally, they develop a personality structure that is self-confident, independent, creative, able to protect their own rights, able to cooperate with their environment, love themselves, and love their environment, all of which occurs in balance and harmony (Kandir, 2008). Students' lives are full of decisions they make, and their lives become meaningful with these decisions. To be happy in life, individuals should take their own responsibility at the time they want and under desired conditions they wish, form their own identity, and develop their own hidden powers. Students with high self-esteem have their own power to easily determine what they want in life and prevent the emergence of problems (Terzi, 2016). The person strives to understand her/his inner world and the reason for her/his behavior at every moment. Here, self-esteem is a part of his behavior and guides the person in his inner journey. Self-esteem is the value a person gives to herself/himself, positive or negative thoughts about herself/himself. It is the self-confidence of a person throughout her life in every developmental period (Mert et al., 2019).

Students may experience problems in their behaviors and personalities when they cannot communicate properly and are emotionally abused. Such students may have problems in their relationships with their family, environment, and friends and get to be alone, and in overprotective situations dictated by parents, addiction may develop among students and prevent the development of positive self-concepts. Emotional abuse in childhood is strongly associated with depressive symptoms in students. Emotional abuse in childhood; it is associated with behavior problems, hyperactivity, peer problems, and depressive symptoms (Li et al., 2021). Thus, students cannot maintain healthy communication and may experience conflict with their social circle, friends, and family (Karakuş, 2006). Students with low self-esteem feel unsuccessful, worthless, angry, and in conflict with their family, friends, and social circle. A student with high self-esteem develops a better sense of self-confidence, is successful, creative, assertive, can express her/his ideas, and can establish socially harmonious relations with her/his friends, family, and environment (Sarikaya, 2015). It has been shown that students with low self-esteem experience failure and this causes them to feel ashamed and worthless after failure (Brummelman et al., 2014).

Anxiety disorder starts at an early age and the most dangerous ages are between 10 and 15. Many adolescents have difficulties in their students' life and experience incurable and unrecognized anxiety disorders. In the study conducted using the Anxiety Screen Scale, it is seen that all specific anxiety disorders are experienced significantly (Kirubasankar et al., 2021). Their hands shake, their faces blush, and they are afraid of doing something wrong. It is commonly seen that adolescents with such behaviors receive help (Öztürk and Uluşahin, 2008). Adolescents who do not have a friend or a social circle will also be anxious in social environments because of the fear of being criticized as a result of considering the conversations directed toward them (Eriş and Ikiz, 2013). If the adolescent perceives her/his body negatively and she/he experiences social introversion, the relationship between social relationship and body image is important. Students experience social anxiety at most when they encounter new situations and are negatively evaluated (Aslan and Koç, 2018).

This study aims to examine the relationship between secondary school students' self-esteem, their need for conflict resolution and social anxiety, and psychological abuse. The problem statement of the study was determined as what the scale of the relationship between self-esteem, need of conflict resolution, social anxiety, and emotional abuse are among secondary school students.

There are significant and positive correlations between the scores individuals get from the Conflict Resolution Needs Scale and the scores they get from Emotional Abuse Scale in general and the sub-dimensions of Mobbing/Humiliation, Emotional Response, and Guilt (p < 0.05). Accordingly, as the scores that individuals get from the Conflict Resolution Needs Scale increase, the scores they get from the Emotional Abuse Scale in general and from the sub-dimensions of Mobbing/Humiliation, Emotional Response, and Criminalization also increase.

Meaningful and positive correlations were found between the scores the students got from the Conflict Resolution Needs Scale and the scores they got from the Rosenberg Self-Esteem Scale (p < 0.05). Accordingly, as the Conflict Resolution Needs Scale scores of the individuals increase, the Rosenberg Self-Esteem Scale scores also increase.

It was determined that there were significant and positive correlations between the scores of the students in the Social Anxiety Scale for Adolescents and all sub-dimensions of the scale and the scores they got from the Emotional Abuse Scale in general and the sub-dimensions of Mobbing/Humiliation, Emotional Response, and Guilt (p < 0.05). Accordingly, as the students' general Social Anxiety Scale for Adolescents and Fear of Negative Evaluation, Fear and Unrest In General Social Situations, Fear and Unrest in New Social Situations increase, the Emotional Abuse Scale and Mobbing/Humiliation, Emotional Response, and Guilt-Orientation scores increase as well.

It was determined that there were significant and positive correlations between the scores the individuals got from the study of Social Anxiety Scale for Adolescents in general and from all sub-dimensions of the scale and the scores they got from the Rosenberg Self-Esteem Scale (p < 0.05). Accordingly, as the students' scores on the Social Anxiety Scale for Adolescents in general and on all sub-dimensions of the scale increase, their Rosenberg Self-Esteem scores also increase.

Statistically significant and positive correlations were found between the scores the students got from the Emotional Abuse Scale in general and the sub-dimensions of Mobbing/Humiliation, Emotional Response, and Guilt and the scores they got from the Rosenberg Self-Esteem Scale (p < 0.05). Accordingly, as the overall Emotional Abuse Scale and Mobbing/Humiliation, Emotional Response, and Criminalization scores of the individuals in the study increase, the Rosenberg Self-Esteem scores also increase.

In order for middle school students who are in adolescence to get through this period in a healthy way, the most important point for the adolescent is to get support from their mother, father, school, teacher, and environment and to receive the love, knowledge, and trust they need (Durmuşoglu and Dogru, 2006). In the study of the Investigation of the Effects of Childhood Abusive Experiences on the Individual in Close Relationships in Adolescence, it was stated that close relationships contribute to the development of parents, teachers, friends, and environment self-esteem, and that adolescents need this close relationship to satisfy their needs and solve the problems they experience in every period, which supports this study.

It has been observed that adolescents who need conflict resolution are afraid of negative evaluation, general social situations, new social situations and they increasingly feel uneasy, and their social anxiety increases, which leads them to react emotionally and turn to crime. In other studies, it has been shown that problem-solving skills increase as social support from family, teachers, and friends increases. As the social support he/she receives from her/his friends increases, her/his social development will increase and she/he will be able to establish better relationships. There is a necessity of dealing with conflict resolution bullying micro-, mezzo-, macro-dimension, family, student, and school with a holistic approach; when the students' self-perceptions are examined according to their relationship with their environment and friends, it has been observed that students who have very good relations with their environment and friends have high self-perceptions (Sezer, 2010; Öztürk, 2019; Karapinar, 2021).

When the literature is examined, it has been observed that as the perceived emotional abuse from the parents increases, the social, academic, and emotional self-efficacy levels of the students decrease. Adolescents who do not perceive emotional abuse from their parents are more socially and personally compatible; the adolescent exposed to emotional abuse tends to become closer to external control and be more anxious, whereas the adolescent who is not emotionally abused is closer to internal control and less anxious; there is a significant relationship between emotional abuse and self-esteem of students' conflict resolution skills, problem-solving, and social support; It was found that there is a meaningful positive relationship among teacher, family, and friends (Durmuşoglu and Dogru, 2006; Yalçin, 2007; Öztep, 2010; Koçmarlar and Akbag, 2018; Mert et al., 2019; Karapinar, 2021).

In the study conducted by Aslan and Koç (2018) with 783 adolescents aged between 14 and 18 years at 2018, it was observed that there is a full correlation between the problems of internalization and externalization, in which they use the avoidance strategy rather than the active strategy, which affects the mental health of the adolescent that experiences them. It has been emphasized that adolescents who have been abused at a high level use maladaptive coping strategies and this affects their mental and behavioral movements. He supported the study by suggesting that the parent–child relationship is important in the development of coping strategies, he will learn how to cope with stressful events at a young age; when problems occur, serious negative behaviors can result in adolescents, where prevention and intervention services can be offered to young people along with parent help starting from childhood.

By looking at the findings of the research and literature review, it can be suggested that students who get support from their schools, families, friends, and social circles in cooperation with their skills and activities can overcome the problems of negative evaluation, uneasiness, anxiety, and fear in social situations.

High support from parents: Positive esteem is associated with consistent intelligence and self-efficacy, and adolescents with a secure self-esteem will be less likely to give up when faced with problems (Frank et al., 2010). In a study conducted with 1,041 Chinese students between the ages of 11 and 15, it was seen that child neglect and emotional abuse were effective on students' coping styles and emotional intelligence (Sun et al., 2019). In the study examining parent–conflict relationships, it was found that students thought that most of the conflicts were initiated by their parents or siblings and that these conflicts happened every day. He stated in their suggestions that they did not use a systematic method for conflict resolution and that students could resolve conflicts with structured guidance (Riesch et al., 2003). It was observed that students with better student–peer relationships had higher self-esteem, whereas students with low self-esteem had worse student–peer relationships (Wang et al., 2017). In the study conducted to examine the mediating role of self-esteem in students' emotional abuse and behavioral problems, it was found that students who experienced emotional abuse had low self-esteem and behavioral problems (Arslan, 2016). The results of the research contribute to science.

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

While writing the article, all findings and researches were made and analyzed and the results were interpreted by TE. The results of the study were reviewed and approved by the thesis supervisor YK. All authors contributed to the article and approved the submitted version.

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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