Learning to Reformulate Peer Conflict: Effects of a Language-Based Educational Program on Conflict Management, Peer Interaction, and Bullying-Related Experiences in Early Adolescence
Katia Rolán e outros, 2026 · European Journal of Investigation in Health, Psychology and Education
Ten sessions of pragmatic reformulation training reduced students' verbal peer aggression change scores by 1.3 points relative to controls, attenuating to marginal significance when adjusting for classroom clustering.
Estimativa · Verbal peer aggression change score, points
-1,30 [-2,67; 0,0710]
difference in change score (points)
p = 0.057
- Desenho
- Diferenças em diferenças. Quasi-experimental pretest-posttest design with non-equivalent control group
- População
- Students aged 10-13 in public schools in Pontevedra, Spain
- Amostra
- 133 · students across 4 classrooms
Onde está o número
3. Results > 3.3. Sensitivity Effects; Section 3.3, paragraph 1
After cluster adjustment, the group effect for total verbal peer aggression was attenuated and reached only marginal significance, B = −1.299, SEcluster = 0.430, t(3) = −3.017, p = 0.057, 95% CI [−2.668, 0.071].
Contexto
What changed: Ten 50-minute classroom sessions delivering the manualized Reformulando program on pragmatic reformulation and respectful language during peer conflict. Comparison: Non-equivalent business-as-usual classrooms without communication training. Limits: Non-random assignment across only four classrooms, baseline age imbalance between groups, and self-reported behavior.
Caminho no grafo
- FamíliaInformação e persuasão
- TipoCapacitação e aconselhamento
- EixoPaz e justiça
MAGI só cita evidência deste instrumento
Lugares do estudo
- Pontevedra · Município · ES
- Licença
- CC-BY
- Revisão
- Extraído por máquina, não revisadoExtraído por: gemini-3.8-flash, 2026-10-23