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The aim of this study has been the construction and analysis of a questionnaire to evaluate strategies and goals for conflict resolution in representative school situations for both students and teachers. Differentiated versions were administered to 1786 students and to 147 of their teachers respectively. The factorial analyses indicated three factors of strategies (Integration, Domination and Avoidance) and two of goals (Long-term and Short-term goals) that showed adequate internal consistency and absence of differences in function of having really experienced the situation before or not. It stands out the effect of the level of participation in the conflicts in the students version, predicting fewer strategies of Integration, and more of Domination and Avoidance —even above the effects of gender and course—, and more Short-term goals. The questionnaire is a realistic and sensitive instrument which allows comparing the different management of the school conflicts in students and teachers, providing keys for school interventions.

LA EVALUACIÓN SITUACIONAL DE LOS CONFLICTOS: CONSTRUCCIÓN Y ANÁLISIS DEL CUESTIONARIO DE ESTRATEGIAS Y METAS DE RESOLUCIÓN DE CONFLICTOS ESCOLARES