Hanifi SEKERCI1 Ferat YILMAZ2
1Dicle University, Ziya Gokalp Faculty of Education, Diyarbakir, TURKEY.
2Dicle University, Ziya Gokalp Faculty of Education, Diyarbakir, TURKEY.
Purpose: In this study, the hypothesis put forward is that empathetic tendency and respectful behaviour are related to conflict resolution skills and that the variable of respectful behaviour can play a role as a mediating variable between empathetic tendency and conflict resolution skills. Within the scope of the research, it is aimed to test these hypotheses.
Method: Relational survey model was used in the study. The study group of the research consisted of 324 4th grade primary school students studying in Diyarbakir province during the 2018-2019 academic year and designated through a random sampling method. “Conflict Resolution Skills Scale,” developed by Gurdogan Bayir, “KA-SI Empathetic Tendency Scale for Children,” developed by Kaya and Siyez and “Respectful Behavior Scale” developed by Erken were used as data collection tools in the research. The data obtained were analysed by Structural Equation Model and Bootstrap analysis.
Findings: Within the framework of the findings obtained, predictably, it was found that there is a significant relationship between empathetic tendency and conflict resolution skills and that empathetic tendency can explain conflict resolution skills by 36%. As also suggested in the research hypotheses, in addition to the existence of a relationship between an empathetic tendency and conflict resolution skills through a model in which respectful behaviour is a significant partial mediator, empathetic tendency can explain conflict resolution skills at a level of 54%.
Implications for Research and Practice: In future research, it should be investigated, which skill, value, or demographic information etc. other than empathetic tendency and respectful behaviour may help explain the baffling variance ratio.
Keywords: Social studies teaching, life sciences teaching, path analysis, empathy, conflict resolution, respectful behaviour.