Emotional Intelligence, Conflict Resolution Strategies and Subjective Happiness in Secondary School Students: A Study Based on Lazarus' Cognitive Appraisal Model

Abstract

Adolescence is a critical period for emotional and social development, particularly within the school context, where peer relationships, classroom climate, and experiences such as bullying or positive school coexistence play a central role in shaping socioemotional functioning. Lazarus' Cognitive Appraisal Model emphasizes the role of appraisal and coping processes in how individuals respond to emotionally significant situations. Building on this framework, this study examined whether conflict resolution strategies (aggressive, collaborative, and passive) mediate the relationship between emotional intelligence and subjective happiness in adolescents. The sample consisted of 1251 adolescents aged 13–17 years. Participants completed validated self‐report measures, and mediation analyses were conducted using PROCESS v4.2 (Model 4) for SPSS with bootstrapping procedures. Results showed that higher levels of emotional intelligence were associated with lower use of aggressive and passive strategies and greater use of collaborative strategies. In turn, reduced reliance on aggressive and passive strategies was linked to higher levels of subjective happiness, highlighting the protective role of emotional intelligence against maladaptive coping styles. Mediation analyses revealed that conflict resolution strategies partially mediated the association between emotional intelligence and subjective happiness. Overall, these findings underscore the importance of fostering emotional intelligence and constructive conflict resolution skills in adolescents, as these competencies may help prevent classroom conflicts and bullying while promoting a more positive, supportive, and emotionally healthy school climate.