<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682019000200001</article-id>
<article-id pub-id-type="doi">10.22235/pe.v12i2.1833</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resolución de conflictos en la adolescencia: aplicación de un cuestionario en centros escolares coeducativos y diferenciados por sexos en España]]></article-title>
<article-title xml:lang="en"><![CDATA[Conflict Resolution in Adolescence: Application of a Questionnaire in Co-Educational Schools and Schools Differenced by Sex in Spain]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camps Bansell]]></surname>
<given-names><![CDATA[Jaume]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Selvam]]></surname>
<given-names><![CDATA[Rejina M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sheymardanov]]></surname>
<given-names><![CDATA[Shamil]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat Internacional de Catalunya  ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Kazan Federal University Elabuga institute ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Rusia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>1</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682019000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682019000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682019000200001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El propósito de esta investigación es analizar los diferentes estilos de resolución de conflictos presentes en escolares adolescentes de España y ver si existen diferencias significativas entre varones y mujeres, teniendo en cuenta además el tipo de centro al que asisten (mixto o diferenciado por sexo). Para ello se definió una muestra de 816 alumnos, de 12 escuelas españolas, a la que se aplicó un cuestionario basado en el Thomas-Kilmann Conflict Mode Instrument (TKI), adaptado y validado para adolescentes. Los resultados confirman diferencias entre sexos, ya identificadas en otras investigaciones, y para ambos sexos, en la escuela diferenciada aparecen puntajes más altos en el estilo colaborador respecto de los estudiantes varones y mujeres que asisten a una escuela mixta. Para los demás estilos de resolución de conflictos no se encontraron diferencias significativas]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this research is to analyze the different styles of conflict resolution found in adolescent students in Spain and to see if there are significant differences between men and women, also taking into account the type of center they attend (mixed or differentiated by sex). For this purpose, a sample of 816 students from 12 Spanish schools was defined and a questionnaire based on the Thomas-Kilmann Conflict Mode Instrument (TKI), adapted and validated for adolescents, was applied. The results confirm differences between sexes, already identified in other investigations, and for both sexes, in the differentiated school, higher scores appear in the collaborative style in comparison with male and female students attending a mixed school. No significant differences were found for the other styles of conflict resolution]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conducta social]]></kwd>
<kwd lng="es"><![CDATA[conflicto]]></kwd>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[organización de la clase]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="en"><![CDATA[social behavior]]></kwd>
<kwd lng="en"><![CDATA[conflict]]></kwd>
<kwd lng="en"><![CDATA[adolescence]]></kwd>
<kwd lng="en"><![CDATA[classroom arrangement]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
</kwd-group>
</article-meta>
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