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This study examined the impact of interpersonal and intrapersonal factors upon the use of competitive and collaborative conflict resolution strategies in response to negative feedback Male and female college students were asked to recall instances of interpersonal conflicts where they received negative feedback from peers. Different factors predicted competition and collaboration. Greater negative affect led to more competition, while feedback on more important topics within closer relationships led to more collaboration. Gender had indirect effects on both of these assertive strategies, with women being more likely to both compete and collaborate. Several implications for further research are discussed.

It has become evident that students have diverse preferred learning styles and effective instructors must design and deliver courses to meet the needs of those students. This study investigates the four physiological learning styles of visual, aural, read‐write and kinesthetic as they apply to online education. Findings suggest that online students are more likely to have stronger visual and read‐write learning styles. Further, read‐write learners and students that were strong across all four learning styles were likely to evaluate course effectiveness lower than other students while aural/readwrite learners and students that were not strong on any learning style were more likely to evaluate course effectiveness higher than other students.

School disciplinary actions have numerous goals, including teaching social skills, promoting peer mediation, and increasing community involvement (Garnes & Menlove, 2003). Many school disciplinary actions are based upon behavior management principles, with consequences administered for behavior that is dangerous, disruptive, socially inappropriate, or incompatible with good academic deportment. Discipline often takes the form of punishment and is intended to quickly reduce undesirable behavior. Contingency management methods include detention, suspension, and expulsion (Turnbull, Wilcox, & Stowe, 2002).