Conflict Resolution Skills Among Secondary School Students: Gender and Grade-Level Variations

Abstract

This study investigated conflict resolution skills among secondary school students in Vietnam, focusing on their abilities to seek mediation and compromise during interpersonal conflicts. Given the limited empirical evidence on the characteristics and assessment of conflict resolution skills among Vietnamese adolescents, the study aimed to examine the current status of these skills and explore differences across gender and grade levels. A cross-sectional design was employed. A total of 350 secondary school students were recruited, of whom 304 valid responses were included in the final analyses after data screening. Data were collected using a structured self-report questionnaire assessing students’ skills in seeking mediation and compromising with friends during interpersonal conflicts. Descriptive statistics, independent-samples t-tests, and one-way analyses of variance (ANOVA) were conducted to examine variations across gender and grade levels. Results indicated that students generally demonstrated relatively high levels of conflict resolution skills, particularly in compromising with friends (M = 2.50, SD = 0.33) and seeking a mediator for reconciliation (M = 2.36, SD = 0.26). Significant gender differences were found, with girls scoring higher than boys in identifying the causes of conflict (p = .033), agreeing on areas of compromise (p = .017), and empathizing with friends’ thoughts and behaviors (p = .042). Significant grade-level differences were observed in seeking a mediator for reconciliation (p = .003), reporting conflicts objectively (p < .001), knowing counselor or therapist contact information (p = .036), and agreeing on areas of compromise (p = .015). Conflict resolution skills appear relatively well developed among Vietnamese secondary school students, although variations across gender and grade levels highlight the need for school-based interventions to strengthen interpersonal competence and emotional well-being. Future studies should include broader and more diverse samples to improve generalizability.