The Effect Of Junior High School Students’ Self-esteem, Cognitive Style On Interpersonal Conflict Resolution Strategy

Adolescaria is a transitional stage of a person from childhood to adult.Physiological changes and rapid development of self consciousness, thusmake their adult sense and sense of independence consciousness becamestrong. Self-centered thinking shows again during the adolescaria. Sojunior middle school period is the interpersonal conflict multiple times.Conflict processing unproperly will make young people have depression,sadness and other unpleasant emotional experience, resulting in tenseinterpersonal relationship and social maladjustment. Effective conflictresolution strategy directly affects the physical and mental health andsocial development level of junior middle school students. This paperuses the methods of literature, questionnaire survey, prospectiveexperimental design, exploring the impact of self-esteem and cognitivestyle on the interpersonal conflict resolution strategy of junior middleschool students. Therefore，it comes to the conclusion:(1) The use of interpersonal conflict solving strategy by junior middleschool students from more to less: communication to resolve, concession,turn, avoidance, vent emotions, competition, revenge. Communication toresolve and concessions are the most frequently used.(2) Junior high school boys are more likely to use competition andrevenge than girls. Girls tend to use communication to resolve,avoidance, vent emotions than boys.(3) The students in grade one are more likely to use revenge, emotionalstrategy than grade two and grade three.(4) In the emotional conflict situations, the junior middle schoolstudents use avoidance, concession, revenge, emotional strategy morethan task conflict situations. In the task conflict situations, competition,communication and turn strategy are more used than the emotionalconflict situations.(5) In the emotional conflict situations, the conflict resolution strategyof most frequently used is concession, the second is the communication toresolve, the third is to avoid avoidance. In the task conflict situations, isthe conflict resolution strategy of most frequently used is communicationto resolve, the second is the concession, the third is to turn. (6) In the conflict of middle school students and the teacher, thestrategies used most are concession and help-seeking strategy. In theconflict of middle school students and friends, classmates, parents,thestrategy used most is communication.(7) Compared with other objects, competition is used the most amongfriends, used the least among teachers; communication is used the mostamong friends, used the least among teachers; avoidance is used the mostamong parents, used the least among friends; concession andhelp-seeking strategy are used the most among teachers; vent emotions isused the most among friends; revenge is used the most among classmates.(8)In the emotional conflict situation, high self-esteem of junior highschool students tend to communicate to resolve; low self-esteem of juniorhigh school students tend to avoid.(9) In the task conflict situation, high self-esteem of junior high schoolstudents tend to communicate, help-seeking; low self-esteem of juniorhigh school students tend to avoid, revenge, vent emotions.(10)Different cognitive styles have significant influence oncommunication to resolve, avoidance, concession strategy during taskconflict situations. In the task conflict situations, the type of analysis-comprehensive strong tended to use communication strategies than thetype of analysis-comprehensive weak, comprehensive type; Analysis,comprehensive-analysis of weak and comprehensive type are moreinclined to adopt avoidance strategy than the type of analysis-comprehensive strong; the type of analysis-comprehensive strong ismore likely to adopt the concession strategy than the type of analysis-comprehensive weak, comprehensive type.According to the research results, this paper puts forward somesuggestions for education.