The relationship of school climate and conflict resolution strategies with academic identity and engagement: the role of mediator conscientiousness

The new approach to school is that the combination of individual and social roles affect the growth and progress of students at school. Thus, along with individual factors such as personality traits, academic identity, and academic engagement, attention has been paid to factors such as the school climate and the interpersonal conflict resolution skill that is more closely related to the social dimension of the school.

The aim of this study was to investigate the relationship between school climate and conflict resolution strategies with academic identity which is mediated by personality traits (conscientiousness).

The research method was correlation and path analysis. The statistical population of this study included all second grade female students of Dezful city in the academic year of 96-97 and a sample of 300 students were selected by stratified random sampling method. The data were collected through a school climate questionnaire, conflict management questionnaire, personality trait questionnaire (NEO), educational engagement questionnaire and educational identity questionnaire. Data were analyzed by descriptive and path analysis statistic methods.

The results showed that all the impacts of the hypothesized model, except the conflict resolution strategies, were significant on identity and academic engagement (P<0.05).

The school has a direct impact on academic commitment and academic identity, and conflict resolution strategies help to improve academic engagement through a personality trait.