Universal Journal of Educational Research Vol. 6(5), pp. 994 - 1004
DOI: 10.13189/ujer.2018.060520
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An Examination of Empathic Tendency, Self-regulation and Self-efficacy as Predictors of Conflict Resolution Skills in Adolescents

Fulya Türk ^*
Department of Guidance and Psychological Counseling, Faculty of Education, Gaziantep University, Gaziantep, Turkey

ABSTRACT

The aim of this study is to examine empathic tendency, self-regulation abilities and self-efficacy perceptions in adolescents as predictors of conflict resolution skills. The sample of this study consists of 391 students from 9th and 10th classes of a high school in Kahramanmaras province. In the study, the Conflict Resolution Scale, KA-SI Empathic Tendency Scale, General Self-efficacy Scale, and Self-regulation Scale were used as data collection tools. Multiple regression analysis was used for the analysis of the data. According to results of the study, it was found that empathic tendency levels, self-regulation skills and self-efficacy perceptions of adolescents predicted their conflict resolution skills significantly. When the relative importance order of the predictor variables on the conflict resolution skills is examined, it is seen that the empathy variable is the most efficient predicting variable followed by self-regulation and self-efficacy. Besides, it was concluded that empathy was in the mediator in the relationship between conflict resolution skills and self-efficacy.

KEYWORDS
Conflict Resolution Skills, Empathic Tendency, Self-regulation, Self-efficacy, Adolescents

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Fulya Türk , "An Examination of Empathic Tendency, Self-regulation and Self-efficacy as Predictors of Conflict Resolution Skills in Adolescents," Universal Journal of Educational Research, Vol. 6, No. 5, pp. 994 - 1004, 2018. DOI: 10.13189/ujer.2018.060520.

(b). APA Format:
Fulya Türk (2018). An Examination of Empathic Tendency, Self-regulation and Self-efficacy as Predictors of Conflict Resolution Skills in Adolescents. Universal Journal of Educational Research, 6(5), 994 - 1004. DOI: 10.13189/ujer.2018.060520.