Stevahn Laurie, Johnson David W, Johnson Roger T, Schultz Ray
Cooperative Learning Center, University of Minnesota, Minneapolis 55455-0298, USA.
J Soc Psychol. 2002 Jun;142(3):305-31. doi: 10.1080/00224540209603902.
The authors examined the effectiveness of conflict resolution and peer mediation training among California high school students. The authors randomly assigned 2 of 4 classes to receive 5 weeks of conflict resolution and peer mediation training integrated into the required social studies curriculum. The remaining 2 classes studied the same social studies curriculum for an identical amount of time (105 min every other day) without conflict resolution and peer mediation training. The authors investigated 2 issues. The 1st was the effectiveness of the conflict resolution and peer mediation training. The trained students, compared with the untrained students, learned the integrative negotiation and peer mediation procedures better, applied the procedures more completely, chose an integrative over a distributive approach to negotiation, and developed more positive attitudes toward conflict. The 2nd issue was the impact of the training program on academic achievement. Integrating conflict resolution and peer mediation training into an academic course promoted higher achievement, greater long-term retention of the academic learning, and greater transfer of academic learning in social studies to language arts.
作者们考察了加利福尼亚州高中生冲突解决与同伴调解培训的效果。作者们从4个班级中随机挑选2个班级，让其接受融入必修社会研究课程的为期5周的冲突解决与同伴调解培训。其余2个班级在相同时长（每隔一天105分钟）内学习相同的社会研究课程，但不接受冲突解决与同伴调解培训。作者们研究了两个问题。第一个是冲突解决与同伴调解培训的效果。与未受过培训的学生相比，受过培训的学生能更好地学习综合谈判与同伴调解程序，更全面地应用这些程序，在谈判中选择综合而非分配式方法，并对冲突形成更积极的态度。第二个问题是培训项目对学业成绩的影响。将冲突解决与同伴调解培训融入学术课程可促进更高的学业成绩、对学术知识更强的长期记忆，以及社会研究领域学术知识向语言艺术领域的更大迁移。
