The Impact of Addictive Behaviors and Online Behaviors on Adolescents’ Conflict Management Ability: A Psychosocial and Legal Perspective

Abstract

This study explores the relationship between addictive behaviors, online behaviors, and adolescents’ ability to manage conflict. Effective conflict management is influenced by emotional self-regulation, empathy, and the digital environment. The literature suggests that deficits in these areas may exacerbate antisocial behavior and social adjustment difficulties. This study evaluates the influence of emotional intelligence, addictive behaviors, and online behaviors on conflict management. The hypotheses include adolescents with a high level of emotional adjustment who manage conflicts more effectively (H2) and that addictive and problematic online behaviors increase the risk of conflict escalation (H1, H3). The research involved 403 adolescents, selected through non-probabilistic methods using structured questionnaires. Statistical analysis included normality tests, Spearman’s correlations, and Mann-Whitney U tests to identify group differences. Adolescents with high emotional adjustment obtained significantly higher scores in conflict management and emotional self-regulation. Addictive and problematic online behaviors are associated with more significant difficulties in conflict management. Adolescents involved in minor crimes demonstrate deficits in emotion and conflict management. The results confirm the essential role of emotional intelligence in conflict management and the negative impact of addictive and problematic online behavior. Educational interventions promoting emotional intelligence development and responsible use of technology can reduce antisocial behaviors and improve adolescents’ social adjustment.

1. Introduction

This study investigates how emotional adaptation, online behaviors, and addictive tendencies influence adolescent conflict management, highlighting their implications for personal development and the educational environment. The ability to make rational decisions and control impulses plays a crucial role in effectively resolving conflicts, while difficulties in assessing the impact of emotions often lead to impulsive and ineffective reactions [1,2].

Online behavior, through exposure to hate speech and acts of cyberbullying, negatively influences offline conflict management, leading to aggressive reactions and difficulties in emotion regulation [3,4]. Additionally, addictive behaviors, such as excessive technology use or substance consumption, are correlated with poor emotional self-regulation and impulsive reactions in conflictual contexts [5]. Social rule violations exacerbate these difficulties, indicating a lack of essential skills for effective conflict management [6].

By analyzing these variables, this study contributes significantly to understanding the interaction between emotional, digital, and behavioral factors in adolescent conflicts, providing a valuable perspective for education and psychology.

The remainder of this article is organized as follows: Section 1 presents the conceptual framework, including psychological and legal perspectives on adolescent conflict management. Section 2 defines the research objectives and questions addressed in this study. Section 3 details the methodology, including participant characteristics, instruments used, and data analysis procedures. Section 4 reports the results of the statistical analyses, with an emphasis on hypothesis testing. Section 5 discusses the results in the context of the existing literature and highlights the practical implications. Finally, Section 6 presents the study’s conclusions, limitations, and recommendations for future research and educational intervention.

Legal Consequences of Cyberbullying and Psychological Impact

Cyberbullying involves repeated online harassment behaviors, often resulting in significant emotional harm. In Romania, these behaviors are addressed under Law No. 106/2020, which outlines penalties, including fines and imprisonment for persistent online harassment. However, the existing legal framework does not comprehensively address emotional distress claims, leaving critical gaps in the protection of victims. In comparison, countries like France explicitly criminalize online moral harassment through their Penal Code (Article 222-33-2-2) [7], providing more robust legal protection.

Cyberbullying profoundly affects the emotional well-being of adolescents. Victims commonly experience emotional distress, impulsiveness in conflict responses, and self-isolation, affecting their ability to manage conflicts effectively, both online and offline [8]. Research has also shown that repeated exposure to digital harassment significantly increases the risk of impulsive behavior and social withdrawal [9].

An integrated approach that combines robust legal responses and psychological support has proven effective in countries like Sweden. Comprehensive legislation, paired with targeted psychological interventions, is critical for effectively managing cyberbullying and its consequences.

2. Research Objective and Research Questions

The overall objective of this study is to examine the relationship between emotional adjustment, online behaviors, and addictive behaviors on adolescents’ ability to manage conflicts. This study aims to provide a comprehensive understanding of how these variables influence adolescents’ behavior in conflict situations, especially in the educational environment, considering their impact on their personal and social development.

Research Question 1 (RQ1): What is the impact of addictive behavior on adolescent mental health in the context of conflict management

Objective 1: To identify the correlations between addictive behaviors and adolescent mental health in the context of conflict management.

The literature highlights a close link between addictive behaviors, such as excessive use of technology or substance use, and mental health problems in adolescents, including anxiety, depression, and difficulties in emotional regulation [5]. These emotional deficits favor impulsive reactions and reduce the ability to manage conflicts effectively, thereby amplifying interpersonal tensions [4].

Mental health is essential in the process of conflict management, with adolescents with problems in this area being more prone to ineffective strategies such as avoidance or aggression [10]. In contrast, those with a balanced emotional state adopt constructive solutions based on empathy and effective communication [11]. Addictive behaviors directly contribute to the deterioration of mental health and affect the ability to resolve conflicts peacefully [1].

Adolescents with such behaviors experience significant difficulties in managing conflicts, as impulsivity and lack of emotional control favor escalating tense situations [6]. In addition, excessive use of technology, as a form of behavioral addiction, hurts mental health and the ability to manage conflicts, both online and offline [7].

These findings highlight the importance of interventions aimed at reducing addictive behaviors to improve mental health and, implicitly, develop effective conflict management strategies among adolescents.

Research Question 2 (RQ2): How does the level of emotional adjustment influence adolescents’ ability to manage conflicts in the educational environment?

Objective 2: To assess how emotional adjustment contributes to adolescents’ effective decision-making and conflict management.

The literature highlights the crucial role of emotional adjustment in conflict management, especially during adolescence, a period marked by emotional and cognitive development [8]. According to [9], emotional adjustment involves identifying, understanding, and managing emotions, directly influencing conflict resolution. Adolescents with high emotional intelligence (EI) control their impulses more effectively and adopt constructive strategies [2].

In the educational environment, where interactions are frequent and intense, adolescents with developed EI choose collaborative approaches, preventing the escalation of conflicts and promoting dialogue [10]. Emotional self-management facilitates the control of negative emotions, favoring peaceful resolution of disputes through communication and compromise [1]. Empathy, a fundamental component of EI, helps in understanding the emotions of others and identifying standard solutions [10].

Decision-making in conflict situations is influenced by EI, with high-EI adolescents analyzing situations more carefully and making balanced decisions, unlike those with low EI, who react impulsively and amplify conflicts [1,2]. The educational environment offers opportunities for the development of EI through socio-emotional programs, which have proven effective in reducing aggression and improving communication skills [7]. These interventions contribute to a harmonious educational climate and practical conflict management [6].

Thus, developing emotional self-management, empathy, and decision-making skills supports adolescents in peacefully managing conflicts and promoting constructive relationships.

Research Question 3 (RQ3): What is the link between online behavior and adolescent conflict involvement tendencies?

Objective 3: To analyze the influence of online behavior on conflicts and antisocial tendencies in the educational environment.

The literature highlights the significant influence of online behavior on adolescents’ social development, directly impacting how they manage conflicts in real life [12]. Exposure to hostile online environments and engagement in negative behaviors, such as cyberbullying or hate speech, are associated with antisocial tendencies and escalating conflicts in the educational environment, especially among adolescents with emotional regulation difficulties [3,4].

The anonymity of the digital environment fosters aggressive behavior by reducing responsibility and empathy, which makes it difficult to manage conflicts in face-to-face interactions [12]. However, online interactions can also have positive effects, as adolescents involved in constructive virtual communities develop communication and collaboration skills that can also be applied to offline conflict management.

Antisocial behaviors in the digital environment, such as rule-breaking and cyberbullying, correlate with difficulties in managing conflicts in the school environment. Frequent exposure to violent content or hate speech can lead to desensitization and increased tolerance for aggression, complicating the peaceful resolution of disputes [3,4].

Thus, there is a direct relationship between online behavior and adolescents’ conflict tendencies in the educational environment. Promoting responsible digital behavior and awareness of the adverse effects of hostile interactions is essential for reducing conflicts and improving the quality of online and offline social relationships.

Research Question 4 (RQ4): How does understanding how emotions affect behavior, committing minor offenses, and using illicit substances influence adolescents’ ability to manage conflicts effectively?

Objective 4: To assess the influence of understanding how emotions affect behavior, minor offenses, and substance use on adolescents’ ability to manage conflicts.

The literature highlights that a limited understanding of the impact of emotions on behavior increases adolescents’ predisposition to petty crime and risky behaviors, affecting their ability to manage conflicts effectively. According to [11], recognizing and managing emotions significantly contribute to informed decision-making and appropriate reactions in conflict situations. Adolescents who are unaware of the influence of emotions on their behavior tend to act impulsively, escalating conflicts and complicating their resolution [2].

Adolescents involved in petty crime exhibit difficulties in emotional regulation, which predispose them to impulsive and aggressive reactions to challenges [6]. Acts of rebellion and violations of social norms are frequently correlated with poor conflict management skills and impulsive responses to unresolved emotional difficulties.

Substance use exacerbates these difficulties, impairing the cognitive and emotional processes necessary for rational decision-making and constructive conflict management [5]. Instead of addressing conflicts calmly and rationally, adolescents who use substances respond impulsively, which leads to escalating interpersonal tensions. Furthermore, antisocial behaviors and addictions are associated with empathy deficits, reducing the ability to understand the emotions and perspectives of others, which contributes to difficulties in resolving conflicts with composure [11]. These factors negatively influence interpersonal relationships and make it challenging to approach disputes rationally. Thus, a good understanding of emotions and avoidance of antisocial behaviors and substance use contributes to the development of effective conflict management strategies. Adolescents who possess these skills can resolve conflicts rationally and peacefully, fostering constructive social interactions.

Research Question 5 (RQ5): What is the relationship between petty crime and substance misuse and difficulties in managing conflict, and understanding how emotions influence behavior in adolescents?

Objective 5: To examine the correlation between petty crime, substance use, and adolescents’ ability to understand how emotions influence their behavior and affect conflict management.

The literature highlights that adolescents involved in petty crime or substance use have significant difficulty managing conflict, with a limited understanding of how emotions influence their behavior. These risk-taking behaviors are correlated with problems in emotional regulation and self-control, leading to impulsive and inappropriate reactions in conflict situations [5]. For example, involvement in petty crimes often reflects a reduced capacity to manage emotional challenges, while substance use exacerbates difficulties with emotional control and rational decision-making [6].

Emotional awareness is essential for effective conflict management. Adolescents with a limited understanding of emotions tend to react aggressively or violently, being unable to recognize and manage negative emotions, such as anger, frustration, or anxiety [2]. In addition, substance use impairs cognitive and emotional processes, reducing the ability to evaluate tense situations and identify constructive solutions [11].

Adolescents who engage in risk-taking often exhibit an empathy deficit, complicating conflict management. A lack of awareness of the emotional impact of their behavior makes them less able to adopt strategies based on collaboration and mutual understanding [6]. In addition, these behaviors are frequently associated with antisocial attitudes, which exacerbate difficulties in managing conflicts in educational and family settings [4]. Thus, the correlation between minor offending, substance misuse, and conflict management difficulties is strongly influenced by the level of emotional awareness. Adolescents who engage in risky behaviors face significant challenges in controlling their emotions and making rational decisions, which negatively affects their ability to resolve conflicts effectively and peacefully.

Based on the analysis of the specialized literature, the following hypotheses were proposed:

Hypothesis 1. 

Adolescents with highly addictive behaviors have more impaired mental health, manifested by difficulties in managing emotions, empathy, and decision-making in conflict situations.

Hypothesis 2. 

Adolescents with a high level of emotional adjustment have a superior ability to make effective decisions and manage conflicts in the educational environment compared to adolescents with a lower level of emotional adjustment.

Hypothesis 3. 

Adolescents with problematic online behavior (including illicit behavior or online hate speech) have a greater tendency to engage in conflicts and exhibit antisocial behaviors in the educational environment compared to adolescents who have appropriate online behavior.

Hypothesis 4. 

Adolescents who have a low understanding of how emotions affect behavior, commit minor offenses, and use illegal substances will have a reduced ability to effectively manage conflicts compared to adolescents who have better emotional understanding and do not engage in such behaviors.

Hypothesis 5. 

Adolescents who commit minor crimes and use illegal substances exhibit more significant difficulties in managing conflicts and a reduced understanding of how emotions influence behavior compared to adolescents who do not engage in such behaviors.

Thomas-Kilmann Conflict Mode Instrument (TKI) and Adolescent Conflict Resolution Strategies.

To better understand how adolescents handle conflict, this study draws on the Thomas-Kilmann Conflict Mode Instrument (TKI) [13]. The TKI categorizes conflict resolution into five main styles: competing, collaborating, compromising, avoiding, and accommodating, each influenced by a person’s assertiveness and cooperativeness. This section enhances the conceptual foundation of the study by linking conflict resolution theories with adolescent behavioral patterns in the following ways:

Competing (High Assertiveness, Low Cooperativeness): Adolescents who use a competing approach tend to prioritize their own goals at the expense of others. This can lead to aggressive online behavior, including cyberbullying. Excessive gaming or social media use may also contribute to hostile digital interactions [8].

Collaborating (High Assertiveness, High Cooperativeness): Collaborating involves open dialogue and seeking win-win solutions. Adolescents with strong emotional intelligence—especially self-awareness and empathy—are more likely to embrace this cooperative style [14].

Compromising (Moderate Assertiveness, Moderate Cooperativeness): Compromising strikes a balance between personal interests and the needs of others. Adolescents who exhibit moderate emotional intelligence often rely on this strategy when dealing with school-related or online conflicts [15].

Avoiding (Low Assertiveness, Low Cooperativeness): Some adolescents prefer to sidestep conflict altogether, which may be linked to poor self-regulation or excessive Internet use. This avoidance can lead to withdrawal from face-to-face social situations and make conflict resolution more challenging in the long run [16].

Accommodating (Low Assertiveness, High Cooperativeness): When adolescents struggle with low self-esteem or feel intense peer pressure, they may give in to others to keep the peace. This is particularly common among those who feel the need to maintain social approval through extensive social media use [9].

Using the TKI model, we categorized adolescents’ conflict resolution styles regarding their emotional intelligence, exposure to addictive behaviors, and digital interaction patterns. This framework supports the research by illustrating how personality traits, online habits, and addiction are connected to different conflict management methods.

Deutsch’s Theory of Cooperation and Competition in online and offline conflicts.

To shed light on how conflict unfolds in different social environments, this study draws on Deutsch’s theory of cooperation and competition [15]. The theory identifies two core approaches to conflict resolution—cooperative and competitive—which can look quite different in face-to-face interactions compared to those in digital spaces. In other words, by incorporating Deutsch’s theory, our study offers a dual perspective on how adolescents handle conflict, considering the unique ways online platforms can influence their behavior. This perspective underscores the broader psychosocial impact of digital interactions on conflict resolution patterns among adolescents. These patterns and their encouragement or tackling strategies include the following:

Cooperative conflict resolution: Adolescents who use cooperative strategies focus on shared goals, mutual understanding, and open communication to resolve conflicts. This can be seen in peer mediation programs or collaborative group projects in offline settings. Online, cooperative behavior may take the form of supportive social media communities or constructive group discussions [17].

Competitive conflict resolution: Conflict becomes competitive when individuals view each other’s goals as being in opposition. Offline, this often appears as school bullying, rivalry for academic recognition, or the formation of exclusive peer groups. In digital contexts, competitive conflict can emerge through cyberbullying, doxing, trolling, or public shaming on social media [8].

Factors influencing conflict orientation: According to Deutsch, factors such as trust, interdependence, communication style, and emotional intelligence play key roles in whether a person chooses a cooperative or competitive approach [15]. Adolescents with higher emotional intelligence tend to favor cooperative strategies, while those with lower self-regulation may adopt more competitive or avoidant behaviors both online and offline [14].

The role of anonymity in online competitive behavior: Online anonymity can intensify competitive conflict strategies by reducing the sense of accountability [18]. Teens who might be passive or avoidant in person sometimes act more aggressively online because they face fewer immediate social consequences.

Bridging online and offline conflict styles: recognizing how cooperative and competitive approaches manifest in different settings is crucial for developing interventions. Schools can integrate social-emotional learning (SEL) techniques to promote cooperative problem-solving skills, which help students navigate both in-person and digital conflicts [19].

Exclusion and control of peer influence, parental supervision, and socioeconomic background.

This paper primarily examines how addictive behaviors, online activities, and emotional intelligence shape adolescents’ conflict management skills. Although factors like peer influence, parental supervision, and socioeconomic status are undoubtedly important for adolescent development, their exclusion or control here is intentional, based on several considerations:

Clarity in variable analysis: We focused on factors with direct cognitive and behavioral connections to understand how emotional intelligence and digital behavior directly influence conflict resolution. Introducing peer and parental influences adds layers of social dynamics that complicate identifying the internal cognitive mechanisms behind adolescents’ decisions.

Reducing confounding effects: socioeconomic background significantly affects digital access, parenting approaches, and social interactions, making it a powerful yet complicated predictor of behavior [18]. Controlling for socioeconomic status ensures internal validity, preventing external economic disparities from indirectly influencing the observed relationships between core variables.

Emphasis on internal processes: our study emphasizes adolescents’ internal cognitive and emotional processes rather than external influences, which we consider one of its strengths. Although peer and parental influences undeniably affect adolescent behavior, this research specifically aims to uncover how internal emotional regulation independently facilitates conflict resolution [20].

Addressing a research gap: numerous studies have addressed the impacts of peer and parents on adolescent behavior [21]. However, few studies have explicitly examined how addictive behaviors, online interactions, and emotional regulation are intertwined. By narrowing our focus, we aim to offer fresh insights and contribute significantly to the existing body of literature.

Neurodevelopmental factors influencing adolescent risk-taking.

Understanding adolescent risk-taking behaviors from a neurobiological perspective provides an essential context for emphasizing emotional self-regulation. Ref. Steinberg [22] highlights that adolescents’ tendency toward risky behavior results from uneven brain development. Socio-emotional regions (like the amygdala and striatum) mature more quickly than cognitive control regions (such as the prefrontal cortex). This developmental mismatch makes adolescents especially prone to impulsivity, reward-seeking behavior, and sensitivity to social influence.

From a neurobiological perspective, our study considers the following aspects:

Importance of the prefrontal cortex: The prefrontal cortex, which is crucial for impulse control, planning, and managing emotions, develops gradually, reaching maturity only in early adulthood. This slow maturation helps explain adolescents’ difficulties in self-regulation, particularly in stimulating settings like social media, gaming, and online interactions [23].

Overactive socio-emotional systems: Adolescents experience heightened activity in the brain’s reward system, which makes them more susceptible to engaging excessively in rewarding behaviors such as gaming or social media. These activities reinforce impulsive behaviors, prioritizing immediate emotional satisfaction over sustained relationship harmony [24].

Impact on conflict management: Because adolescents’ emotional regulation capabilities are still developing, their approach to resolving conflicts often leans toward impulsive rather than reflective decision-making. This tendency is particularly pronounced in online environments, where fewer social cues and immediate rewards (likes, comments, quick responses) encourage more aggressive or avoidant conflict behavior [25].

Supporting the emphasis on emotional self-regulation, neuroscientific research underscores the vital role of cognitive control in adolescent decision-making. Therefore, emotional intelligence skills, including self-awareness, impulse control, and the ability to delay gratification, are crucial for effective conflict resolution. Consequently, this neurodevelopmental evidence justifies the focus of this study on emotional self-regulation.

3. Materials and Methods

3.1. Participants

The study participants’ ages range between 15 and 19 years. The analysis of the distribution by gender in the studied sample shows a predominance of female participants, who constitute 58.1% (n = 234) of the total of 403 subjects. Male participants represent 41.9% (n = 169). The valid percentages, which exclude missing cases, maintain the same distribution, highlighting a relatively balanced composition of the sample, with a slight predominance of women. The valid percentages reach 100%, indicating that all participants were classified into one of the two gender categories, with no omitted or unclassified cases.

3.2. Acknowledging Sample Limitations and Implications for External Validity

A notable limitation of our study, which we acknowledge, is the gender imbalance within the participant group, where female respondents comprise 58.1% of the sample. This disproportionate representation can impact the external validity of the results, particularly when examining how gender-specific differences in emotional intelligence and online behavior influence conflict management. Fully aware of this aspect, we propose several flags and improvements for future developments, including the following:

Gender differences in conflict management: Research has demonstrated that conflict resolution strategies often differ by sex. Females prefer accommodating and compromising methods, while males lean toward competitive or avoidant behaviors [26]. The higher percentage of female participants may bias the findings toward cooperative approaches, potentially reducing their applicability to adolescent males.

Another important limitation of this study is the use of an instrument that, although inspired by previously validated models, has not undergone a complete validation process in the form applied here. This may influence the consistency of the results and the degree of generalizability of the conclusions drawn. However, the sound conceptual structure of the questionnaire and the correlation of the results obtained with the literature provide a reasonable degree of confidence in the interpretations made.

Online behaviors and addiction: Previous studies have identified gender-specific patterns of online behavior, with males more likely to develop gaming addictions and females more inclined toward social media-related addictions [27]. Such differences could significantly affect emotional intelligence development and conflict management strategies, emphasizing the need for gender-balanced samples in future research.

Consequences for generalizability given these gender-related behavioral differences, the current findings may not be fully generalizable to all adolescent groups, especially in mixed or predominantly male educational environments. We recommend that future studies strive for a more balanced sex distribution or explicitly consider sex as a moderating factor in their analyses.

3.3. Instruments

The instrument used investigates bullying behaviors and their effects on adolescents’ mental health in the educational environment by applying a questionnaire consisting of 60 items, evaluated on a 5-point Likert scale, structured on three main dimensions.

The “Emotional Adaptation and Decision Making” scale (16 items, α = 0.82) was subdivided into four subscales: Self-management and self-motivation (α = 0.69), Decision-making and analytical thinking (α = 0.71), Understanding how emotions influence behavior (α = 0.56), and Empathy and understanding social expectations (α = 0.54).

The “Aspects of Personal Behavior and Choices” scale (36 items, α = 0.91) includes five subscales: Addictive Behavior (α = 0.83), Minor Offenses (α = 0.80), Substance Use (α = 0.76), Rule Violations (α = 0.75), and Antisocial Behavior (α = 0.75).

The “Online Behavior Assessment” scale (eight items, α = 0.74) is divided into two subscales: Online Illegal Behavior (α = 0.74) and Online Hate Speech (α = 0.60).

Exploratory factor analysis using the Varimax technique was applied to optimize the instrument’s structure. This confirmed the internal consistency of each subscale and the validity of the measurements.

Existing instruments inspired the basic structure in the literature, and some of these scales have previously benefited from partial validation procedures (see [28]). However, the version used in the present study included several contextual adaptations and the formulation of new items specific to our research objectives. Therefore, the instrument cannot be considered fully validated. This limitation is acknowledged and mentioned transparently, and the data analysis has been carried out cautiously, treating the present study as exploratory research that aims to ground future directions of systematic investigation.

3.4. Procedure

To carry out this research, the selection of participating schools was carried out using non-probability sampling methods by combining convenience sampling (arbitrarily chosen schools) and the quota method to ensure an approximately balanced distribution according to the biological sex of the students and to cover more school units. The choice of schools was conditioned by the availability and agreement of the institutions’ management, representing a practical necessity for implementing the study. The participation of the students took place exclusively with the prior agreement of the school management and the County School Inspectorate, and all the requirements of research ethics were respected, including obtaining informed consent. Students in grades 5 and 6 completed the questionnaires either in printed format or online through the Google Forms platform by accessing the link distributed by the teachers. The instruments were administered during class hours in the presence of a teacher to ensure optimal conditions for completion and compliance with ethical procedures.

3.5. Data Analysis

The Kolmogorov-Smirnov and Shapiro-Wilk tests confirmed the absence of normality across all investigated variables (p < 0.001), with coefficient values ranging between 0.083 and 0.150, and 0.913 and 0.944. The most significant deviations were observed for “Empathy and Social Expectations” and “Substance Use”, reflecting increased variability in emotion regulation. Non-normal distributions were also identified for “Antisocial Behavior”, “Tendencies to Engage in Conflict”, “Illicit Online Behavior”, and “Online Hate Speech”. The variability in emotional and conflict management between adolescents involved and not involved in minor offenses suggests differences in their social adaptation strategies. Based on these findings, inferential analyses were conducted using non-parametric statistical methods.

4. Results

Test of Hypothesis

Hypothesis 1 (H1). 

Adolescents with highly addictive behaviors will have more impaired mental health, manifested by difficulties in managing emotions, empathy, and decision-making in conflict situations.

Descriptive analysis reveals significant differences between adolescents with low and high levels of addictive behavior. Those with low addictive behaviors demonstrate higher self-management (M = 23.93 vs. 22.42) and decision-making (M = 16.95 vs. 15.42), slightly more effective emotional management (M = 15.94 vs. 15.54), and higher levels of empathy (M = 8.46 vs. 7.96). They also perform better in conflict management (M = 49.34 vs. 45.80). The results indicate the need for interventions focused on developing empathy and decision-making skills in adolescents with highly addictive behavior.

Kolmogorov-Smirnov and Shapiro-Wilk tests indicate non-normal distributions for all variables (p < 0.001). “Empathy and social expectations” present the highest deviation in the low addictive behavior group. Given these results, we will use non-parametric tests for further analyses.

The results of the Mann-Whitney U test (

Table 1. Test Statistics ^a Mann–Whitney U & Wilcoxon W for Key Scales.

	Self-Management	Decision Making	Emotions. vs. Behavior	Empathy Social Expectations	Conflict Management
Mann-Whitney U	14,902.500	12,991.500	17,123.500	16,406.000	13,511.000
Wilcoxon W	26,227.500	24,316.500	28,448.500	27,731.000	24,836.000
Z	−3.614	−5.334	−1.648	−2.322	−4.839
Asymp. Sig. (2-tailed)	<0.001	<0.001	0.099	0.020	<0.001

^a Grouping Variable: Level_adictiv_behavior.

) highlight significant differences between the low- and high-addictive behavior groups for most of the variables analyzed.

Self-management and decision-making are significantly impaired, indicating that adolescents with highly addictive behavior experience difficulties in controlling their emotions and actions. This result suggests problems in emotional regulation and increased impulsivity, which may negatively influence social and personal behaviors.

For empathy and social expectations, significant differences indicate lower levels of empathy among adolescents with highly addictive behavior. This finding may explain their tendency to be less sensitive to the needs of others and more prone to interpersonal conflicts.

Conflict management shows significant differences, suggesting that adolescents with highly addictive behavior have difficulty using constructive conflict resolution strategies. A lack of emotional control and impulsivity may contribute to aggressive or avoidant reactions in tense situations.

The only variable without significant differences is emotions vs. behavior, suggesting that the level of addictive behavior does not significantly influence awareness of emotions.

The results support the hypothesis that addictive behaviors affect emotional self-regulation, empathy, and conflict management, highlighting the importance of psychological interventions for the development of socio-emotional skills.

Hypothesis 2 (H2). 

Adolescents with a high level of emotional adjustment have a superior ability to make effective decisions and manage conflicts in the educational environment compared to adolescents with a lower level of emotional adjustment.

The results of the descriptive analysis indicate a significant influence of emotional adjustment on emotion management, conflict, and decision-making in adolescents. For the variable “Emotions vs. behavior”, the mean (M = 15.79) and standard deviation (SD = 2.978) reflect moderate emotional management, with important individual variations. For “Conflict management”, the mean (M = 48.02) and standard deviation (SD = 7.793) suggest a high capacity but unevenly distributed according to empathy and collaboration. In “Decision-making”, the mean (M = 16.38) and standard deviation (SD = 3.023) highlight a moderate to high ability, marked by differences in the analysis of consequences and the control of emotions.

The Kolmogorov-Smirnov and Shapiro-Wilk tests confirm the non-normal distribution of the analyzed variables (p < 0.001), with values between 0.083 and 0.150 and 0.913 and 0.944. These results highlight significant variations among adolescents, influencing emotions, decision-making, and conflicts, suggesting the use of non-parametric tests.

The interpretation of the correlations in

Table 2. Spearman’s ρ Correlation Matrix for Emotions-Behaviors, Conflict Management, and Decision Making.

			Emotions vs. Behaviors	Conflict Management	Decision Making
Spearman’s rho	Emotions vs. behaviors	Correlation Coefficient	-	-	-
		Sig. (2-tailed)		-	-
		N	403	-	-
	Conflict management	Correlation Coefficient	0.477 **	-	-
		Sig. (2-tailed)	<0.001		-
		N	403	-	-
	Decision making	Correlation Coefficient	0.417 **	0.802 **	-
		Sig. (2-tailed)	<0.001	<0.001
		N	403	403	-

** Correlation is significant at the 0.01 level (2-tailed).

highlights significant relationships between “Emotions vs. Behavior”, “Conflict Management”, and “Decision Making” (p < 0.001).

“Emotions vs. Behavior” correlates moderately positively with “Conflict Management” and “Decision Making”, indicating that better emotional management is associated with an increased capacity for conflict resolution and effective decision-making. The strong relationship between “Conflict Management” and “Decision Making” suggests that the cognitive and emotional strategies used to navigate conflicts contribute to more effective decision-making.

These correlations confirm the interdependence of the dimensions of emotional intelligence. Adolescents who manage their emotions better exhibit more constructive behavior in conflict situations and make more informed decisions. Decision-making efficiency is also closely related to the ability to manage conflicts, highlighting the importance of emotional and cognitive strategies for adaptability in adolescents.

The results support the idea that developing emotional intelligence is key to improving socio-emotional skills, facilitating conflict management, and making informed decisions in the educational environment. These findings have practical implications for psychological and educational interventions.

Hypothesis 3 (H3). 

Adolescents with problematic online behavior (including illicit behavior or online hate speech) have a greater tendency to engage in conflicts and exhibit antisocial behaviors in the educational environment compared to adolescents who have appropriate online behavior.

The descriptive analysis reveals moderate levels of antisocial behavior (M = 9.02, Md = 8, SD = 2.321), with variations determined by family environment and emotional regulation. Conflict tendencies are slightly low and relatively homogeneous (M = 6.44, Md = 6, SD = 1.947). Online illicit behavior is at a low to moderate level (M = 5.42, Md = 5, SD = 1.495), and online hate speech, although reduced, shows significant variability (M = 3.76, Md = 3, SD = 1.752), indicating the existence of a vulnerable subgroup. The results highlight the influence of personal, social, and emotional factors and underline the need for educational interventions focused on developing emotional intelligence.

Kolmogorov-Smirnov and Shapiro-Wilk tests indicate non-parametric distributions for “Antisocial behavior”, “Tendencies to engage in conflict”, “Online illicit behavior”, and “Online hate speech” (p < 0.001).

The results in

Table 3. Spearman’s ρ Correlation Matrix for Antisocial Behavior, Tendencies of Involvement in Conflicts, Illicit Online Behavior, and Online Hate Speech.

			Antisocial Behavior	Tendencies of Involvement In Conflicts	Illicit Online Behavior	Hate Speech Online
Spearman’s rho	Antisocial behavior	Correlation Coefficient	-	-	-	-
		Sig. (2-tailed)		-	-	-
		N	-	-	-	-
	Tendencies of involvement In conflicts	Correlation Coefficient	0.416 **	-	-	-
		Sig. (2-tailed)	<0.001		-	-
		N	401	-	-	-
	Illicit online behavior	Correlation Coefficient	0.288 **	0.230 **	-	-
		Sig. (2-tailed)	<0.001	<0.001		-
		N	401	403	-	-
	Hate speech online	Correlation Coefficient	0.369 **	0.316 **	0.343 **	-
		Sig. (2-tailed)	<0.001	<0.001	<0.001
		N	400	402	402	-

** Correlation is significant at the 0.01 level (2-tailed).

highlight a close relationship between antisocial behaviors, conflict tendencies, and negative online behaviors, all of which were significantly correlated. Adolescents who exhibit antisocial behaviors are more likely to engage in conflict and adopt hostile discourse in the digital environment, suggesting difficulties in regulating emotions and low tolerance for frustration. The association between antisocial behavior and conflict tendencies indicates that these adolescents have difficulty managing social interactions and are more prone to impulsive reactions, which may be amplified by influences in the digital environment, where social norms are less restrictive.

At the same time, the connection between conflict involvement and online hate speech suggests that hostility expressed in virtual spaces is not an isolated phenomenon but is part of a broader behavioral pattern in which online verbal aggression correlates with difficulties in adapting to face-to-face interactions. Adolescents who adopt illicit behaviors in the digital environment are more likely to use offensive language, reflecting a tendency to externalize frustrations and difficulty respecting social norms.

These relationships indicate an interdependence between antisocial and digital behaviors, which emphasizes the importance of interventions that aim not only at conflict management but also at developing empathy and emotional self-regulation to prevent the escalation of aggression in both environments.

Hypothesis 4 (H4). 

Adolescents who have a low understanding of how emotions affect behavior, who commit minor offenses, and who use illegal substances will have a reduced ability to effectively manage conflicts compared to adolescents who have better emotional understanding and do not engage in such behaviors.

The descriptive analysis highlights the behavioral and emotional variability of adolescents, with significant differences between dimensions. Emotional management capacity is moderate (M = 15.79, SD = 2.978), and antisocial behavior, assessed by minor offenses, has a moderate prevalence (M = 10.76, SD = 3.238). Substance use tendencies are low to moderate (M = 5.14, SD = 0.791), with high homogeneity, but indicating the need for intervention for a vulnerable subgroup. Conflict management is at a moderate to high level (M = 48.02, SD = 7.793), although with significant variations. The results highlight the correlation between emotional difficulties and antisocial behaviors, emphasizing the need for emotional intelligence development programs.

Normality tests indicate significant deviations in all variables. Substance use presents the highest deviation, and minor crimes reflect an uneven distribution, with a subgroup prone to pronounced behavior. The results highlight the need for personalized interventions to develop socio-emotional skills and reduce risks.

The correlation analysis in

Table 4. Spearman’s ρ Correlation Matrix for Emotions–Behaviors, Minor Offences, Substance Consumption, and Conflict Management.

			Emotions. vs. Behaviors	Minor Offences	Substance Consumption	Conflict Management
Spearman’s rho	Emotions. vs. behaviors	Correlation Coefficient	-	-	-	-
		Sig. (2-tailed)		-	-	-
		N	-	-	-	-
	Minor offences	Correlation Coefficient	−0.109 *	-	-	-
		Sig. (2-tailed)	0.029		-	-
		N	403	-	-	-
	Substance consumption	Correlation Coefficient	−0.058	0.321 **	-	-
		Sig. (2-tailed)	0.241	<0.001		-
		N	403	403	-	-
	Conflict management	Correlation Coefficient	0.477 **	−0.267 **	−0.111 *	-
		Sig. (2-tailed)	<0.001	<0.001	0.026
		N	403	403	403	-

* Correlation is significant at the 0.05 level (2-tailed). ** Correlation is significant at the 0.01 level (2-tailed).

highlights the significant relationships between emotion management, antisocial behaviors, and substance use, providing a complex perspective on adolescent behavior. Adolescents who effectively manage their emotions demonstrate a remarkable ability to resolve conflicts, suggesting that emotional intelligence is essential for preventing the escalation of tensions and promoting constructive resolution strategies.

In contrast, poor emotion regulation is associated with an increased tendency to commit petty crimes, indicating that a lack of emotional self-regulation may favor impulsive and antisocial behaviors. Although weak, this correlation highlights the link between emotional difficulties and problematic behavior. Similarly, adolescents involved in petty crimes are more likely to use substances, suggesting that these factors may have typical causes, such as negative social influences and ineffective stress management mechanisms.

Conflict management is negatively associated with minor delinquency and substance use, indicating that better conflict resolution skills may reduce risky and antisocial behavior. These results highlight the importance of developing socio-emotional skills to prevent deviance and promote adaptive behaviors, suggesting the need for educational programs to improve emotional regulation and conflict management among adolescents.

Hypothesis 5 (H5). 

Adolescents who commit minor crimes and use illegal substances will exhibit more significant difficulties in managing conflicts and a reduced understanding of how emotions influence behavior compared to adolescents who do not engage in such behaviors.

Descriptive analysis reveals significant differences between adolescents who commit and those who do not commit minor crimes. Those without crimes show better emotional management (M = 16.08 vs. M = 15.47, SD = 2.990 vs. SD = 2.938) and superior conflict management skills (M = 49.61 vs. M = 46.27, Md = 50.00 vs. Md = 47.00), with greater variability in their skills (SD = 7.904 vs. SD = 7.295). These results highlight the association between emotional regulation, conflict resolution skills, and antisocial behaviors, emphasizing the importance of interventions to develop socio-emotional skills in adolescents.

The normality test confirms non-normal distributions for “Emotions vs. Behavior” and “Conflict Management”. Adolescents without crimes show more significant variations in managing emotions and conflicts, suggesting the use of diverse strategies. In contrast, those who commit crimes have reduced and homogeneous capacities, favoring antisocial behavior.

Rank analysis (

Table 5. Mean Ranks for Emotions–Behavior & Conflict Management by Minor Offense.

	Number of Minor Offenses	N	Mean Rank	Sum of Ranks
Emotions vs. behaviors	They do not commit minor offenses	212	214.67	45,510.50
	Commit minor offenses	191	187.93	35,895.50
	Total	403
Conflict management	They do not commit minor offenses	212	226.85	48,093.00
	Commit minor offenses	191	174.41	33,313.00
	Total	403

) for “Emotions vs. Behavior” and “Conflict Management” shows apparent differences between adolescents who commit and those who do not commit minor offenses. On “Emotions vs. behavior”, non-offenders have a higher mean rank, indicating a superior ability to manage emotions and behavioral control, which may reduce the risk of impulsive reactions and antisocial behavior. For “Conflict Management”, the differences are even more pronounced, suggesting that non-offenders use effective conflict resolution strategies, preventing escalation and maintaining positive social relationships. The results emphasize the importance of emotional and social skills in preventing antisocial behavior and the need for interventions to develop these skills, particularly in adolescents with difficulties in these areas.

The Mann-Whitney U test analysis (

Table 6. Test Statistics ^a Mann–Whitney U & Wilcoxon W for Emotions–Behavior and Conflict Management.

	Emotions vs. Behavior	Conflict Management
Mann-Whitney U	17,559.500	14,977.000
Wilcoxon W	35,895.500	33,313.000
Z	−2.315	−4.517
Asymp. Sig. (2-tailed)	0.021	<0.001

^a Grouping Variable: minor_offenses_number.

) shows significant differences between adolescents who commit minor offenses and those who do not, particularly in terms of managing emotions and conflict. Adolescents not involved in petty crimes demonstrate a superior capacity for emotional self-regulation, suggesting that recognizing and controlling emotions is a protective factor against antisocial behavior.

The differences are even more marked in conflict management, where adolescents who do not commit offenses show more effective communication and negotiation strategies than those who do. In contrast, those involved in such behaviors have difficulty controlling impulsive reactions. This inadequacy in dealing with conflict may contribute to escalating tensions and a greater predisposition toward aggression.

The results emphasize the importance of emotional and social skills in preventing deviant behaviors. Emotional self-regulation and practical conflict management reduce the risk of involvement in offending, suggesting that educational interventions should focus on developing these skills to support healthy social adjustment. Adolescents with difficulties in these areas are more vulnerable to negative influences and risk-taking behaviors, necessitating preventive and corrective approaches through social-emotional development programs.

Evaluating the Cross-Sectional Nature of the Study and Recommending Longitudinal Approaches.

A key methodological limitation of our research (due to objective time and funding confinements) is its cross-sectional design (which renders it a rather preliminary character), meaning that data were collected at only one point in time, making it extremely difficult to establish causal relationships among emotional intelligence, online behaviors, and conflict resolution. Being fully aware of this situation, we stress that addressing this limitation calls for the adoption of longitudinal research methods to provide clearer insights into how these relationships evolve over time. This is why we stress the following downsides and improvements:

Cross-sectional studies effectively describe phenomena at a specific moment but fail to capture changes in developmental processes. Given the dynamic nature of adolescents’ emotional intelligence and digital behaviors, a longitudinal study would provide stronger evidence of causality and a deeper understanding of developmental trajectories [29].

A longitudinal design can monitor changes in individual behavior across multiple stages, helping researchers determine how prolonged exposure to digital environments influences adolescents’ long-term conflict resolution skills. It would also allow researchers to account for initial individual differences and offer clearer insights into causal relationships [28].

Future research should consider employing a multi-wave longitudinal design and collecting data at various developmental stages (e.g., ages 13, 15, and 17). Such a design can distinguish between transient effects and stable behavioral patterns, providing valuable information about the mediating role of emotional intelligence in digital behavior across adolescence.

In terms of practical applications, implementing longitudinal studies can significantly enhance intervention strategies by identifying critical developmental stages when interventions, such as conflict resolution training or digital literacy education, are most impactful. Policymakers can use these insights to create more targeted and effective programs to promote adolescent well-being.

Evidence-Based Programs for Enhancing Emotional Intelligence among Adolescents.

To address the negative effects of addictive online behaviors and conflict on adolescent emotional intelligence, several evidence-based educational interventions have proven effective, to which we briefly draw the readers’ attention in the concluding section of our study. Three prominent programs—Social and Emotional Learning (SEL), Restorative Justice (RJ), and Philosophy for Children (P4C)—have shown promising outcomes. Here are their main validated beneficial outcomes:

Social and Emotional Learning (SEL): SEL programs focus on developing students’ abilities in emotional awareness, impulse control, relationship management, and decision-making [19]. Research has consistently demonstrated that students involved in SEL initiatives show greater emotional resilience, reduced aggression, and enhanced conflict management capabilities [30]. The key finding is that SEL programs effectively reduce behavioral issues and improve academic performance [31].

Philosophy for Children (P4C), developed by Lipman [32] promotes adolescents’ emotional intelligence through enhanced empathy, critical thinking, ethical reasoning, and self-awareness. The most notable key findings are as follows:

-

Participation in P4C programs strengthens adolescents’ empathy, self-control, and openness to constructive conflict resolution strategies [33].

-

Adolescents exposed to P4C methodologies demonstrate improved empathy and self-awareness, positively affecting their conflict resolution abilities.

Restorative Justice (RJ) approaches: Restorative justice(RJ) emphasizes empathy, dialogue, and reconciliation rather than punishment, effectively reducing bullying and school suspensions while enhancing student empathy [34]. The key findings are as follows:

-

The implementation of RJ practices in schools decreases disciplinary problems and boosts peer mediation success [35].

-

RJ fosters a more empathetic school climate and reduces bullying and aggressive interactions.

By integrating these interventions into educational frameworks, we suggest that policymakers and educators can better support adolescents’ emotional and social development, particularly in navigating online environments.

Policy Recommendations for Educational Settings.

Integrating P4C, SEL, and RJ programs into educational environments can significantly enhance students’ emotional intelligence, critical thinking skills, and conflict resolution skills. Drawing from the best international practices, we propose the following actionable recommendations:

Expanding Social and Emotional Learning (SEL) initiatives by:

-

Integrating SEL programs into regular classroom instruction to cultivate students’ self-awareness, emotional regulation, and interpersonal skills.

-

Securing dedicated government funding to effectively train educators and school counselors in SEL methodologies.

Integration of Philosophy for Children (P4C) into mainstream education by:

-

Incorporating P4C into the national curriculum to foster students’ critical thinking, ethical reasoning, and emotional self-awareness.

-

Providing specialized training for teachers to facilitate philosophical discussions and equipping students to better understand and manage emotional responses during conflicts.

Providing legislative support for Restorative Justice (RJ) by:

-

Mandating restorative circles and peer mediation within schools to reduce reliance on punitive disciplinary methods.

-

Implementing policies requiring restorative justice practices to address conflicts, particularly cyberbullying and issues arising from digital interactions.

Finally, in terms of aligning the Romanian educational system with international standards and best practices, we suggest the following:

-

Ensure that Romanian educational policy aligns with the OECD Learning Compass 2030, emphasizing student well-being, digital citizenship, and critical thinking.

-

Advocate for EU-supported educational initiatives to enhance digital literacy and ethical online behavior, further supporting adolescents’ emotional intelligence and conflict management competencies.

5. Discussion

This study confirms the interrelationship between emotional adjustment, addiction, and online behavior in adolescent conflict management. Emotional coping is essential for regulating emotions, empathy, and effective decision-making, facilitating constructive conflict resolution [2,10]. Adolescents with well-developed emotional intelligence use collaborative strategies to prevent tensions from escalating and to maintain harmonious relationships.

Conversely, addictive and antisocial behaviors negatively affect conflict resolution. Adolescents who commit minor offenses or use illicit substances have difficulty controlling their emotions and resolving conflicts, which amplifies tensions and affects social relationships. Problematic online behaviors, such as hate speech and illegal activities, reduce responsibility and empathy, contributing to increased online and offline conflict [4,12].

These findings underline the importance of integrated educational interventions aimed at developing emotional intelligence, preventing addictive behaviors, and promoting responsible use of the Internet. Social-emotional education programs can support adolescents in developing emotional self-regulation, empathy, and decision-making, helping reduce problem behaviors and improve the educational climate [11].

Emotional adjustment, online behavior, and addictive behavior are interrelated factors that significantly influence conflict management. Interventions that integrate these dimensions can facilitate balanced socio-emotional development and reduce adolescent risk behaviors.

6. Conclusions

This study offers compelling empirical evidence regarding the substantial impact of emotional adjustment, addictive behaviors, and problematic online activities on adolescents’ conflict management skills. Adolescents with high emotional intelligence tend to navigate interpersonal conflicts more successfully due to their improved emotional self-regulation, empathy, and decision-making capabilities, which allow them to employ constructive strategies in challenging situations. In contrast, those who exhibit addictive behaviors, such as excessive use of technology and substance abuse, struggle with emotional regulation, decision-making, and empathy, resulting in greater susceptibility to conflict escalation, impulsiveness, and antisocial conduct.

The results reveal a significant negative correlation between problematic online behaviors—like cyberbullying and hate speech—and effective conflict management. Such behaviors intensify adolescents’ propensities for aggression, impulsiveness, and social maladjustment in offline interactions, corroborating the findings of previous studies. Additionally, engagement in minor criminal acts or substance use considerably hinders adolescents’ emotional management skills. This adversely influences their conflict resolution strategies, culminating in worse social outcomes and increased antisocial behavior, which aligns with earlier theoretical insights.

From a psychosocial standpoint, this research underscores that emotional intelligence serves as a protective factor against antisocial and addictive behaviors, highlighting the urgent need for educational interventions that develop emotional skills. These interventions would improve adolescents’ capacity to manage interpersonal conflicts positively and mitigate their involvement in problematic behaviors. Furthermore, from a legal perspective, enhancing current preventive measures through the practical application of laws, educational programs, and institutional duties is crucial to protect adolescents from harmful online and addictive behavior.

This study has several limitations that need to be considered in order to correctly interpret the results. The first limitation is the non-probability sampling method based on convenience, which may affect the sample’s representativeness and, thus, the generalizability of the findings. The use of a self-reported questionnaire may introduce response errors, such as bias toward socially desirable responses or underestimation of problem behaviors. In addition, completing the instrument both online and in physical format may generate variations in the response mode, affecting the consistency of the data.

The small size of some subgroups, such as adolescents with high levels of addictive or antisocial behavior, may limit the analytical power of the statistical tests. The cross-sectional analysis also restricts the possibility of establishing causal relationships between variables, as uninvestigated factors may influence them. Future research should utilize more diverse and extensive samples to address these limitations, apply probability sampling methods, and include more robust instruments to measure key variables. Longitudinal studies could better explore the causal relationships between emotional adjustment, addictive behaviors, online behaviors, and conflict management capacities. In addition, including other data sources, such as direct observations or assessments from teachers and parents, could contribute to a more complex and accurate understanding of the phenomena under study.

In conclusion, emotional intelligence emerges as a critical component in adolescents’ successful conflict management, while addictive and problematic online behaviors significantly undermine this ability. Integrated educational, psychological, and legal strategies aimed at enhancing emotional skills, promoting responsible online behavior, and preventing substance misuse could substantially contribute to improved adolescent psychosocial adjustment and reduced antisocial behavior.