TITLE:
Self-Concept and the Psychosocial Classroom Environment: The Mediating Role of Conflict Negotiation
AUTHORS:
Abílio Lourenço, Sabina Valente, Maria Olímpia Paiva
KEYWORDS:
Self-Concept, Conflict Negotiation, Psychosocial Classroom Environment, Secondary Education, Structural Equation Modelling, Mediation
JOURNAL NAME:
Creative Education,
Vol.17 No.8,
August
24,
2026
ABSTRACT: This study examined the relationship between self-concept, conflict negotiation efficacy, and the psychosocial classroom environment in secondary school students. Based on the idea that students’ self-perceptions may influence their interpersonal functioning and, consequently, how they interpret the school context, the study sought to address a gap in the literature on the joint articulation of these variables in an educational setting. A total of 673 secondary school students (10th, 11th and 12th grades) participated and completed measures of self-concept, conflict negotiation efficacy, and the psychosocial classroom environment. The data were analysed using structural equation modelling in order to test three direct relationships and one indirect effect. The results indicated a positive association between self-concept and conflict negotiation efficacy, as well as positive relationships between these variables and the psychosocial classroom environment. In addition, conflict negotiation efficacy showed an indirect effect in the relationship between self-concept and the psychosocial classroom environment, supporting the proposed mediation model. These results suggest that students with more positive self-concepts may be better prepared to negotiate interpersonal conflicts, which may contribute to a more favourable perception of the classroom environment. The findings underscore the educational relevance of promoting self-concept and conflict negotiation skills as part of strategies to improve experiences in the school context.