When attitudes and habits don’t correspond: Self-control depletion increases persuasion but not behavior

Navigating conflicts is crucial for promoting positive relationships between pupils, teachers, and parents. The objective of this paper is to present Social- Based Learning and Leadership (SBL), an innovative approach to group dynamics and conflict resolution within the school setting, aiming to foster meaningful relationships and personal and social growth. The methods of SBL focus on group evolution by navigating conflicts rooted in higher needs while balancing the interplay of separation and connection. It proactively embeds prosocial values and conduct into the school culture, with teachers prioritizing the wellbeing of others, fostering shared problem-solving, and positive feedback amid conflicts. Teachers acquire tools to transform the classroom into a “social laboratory” and constructmeaningful partnerships with parents. Practical conflict management within the SBL framework involves dynamic group discussions, shifting fromother blaming to accountability, and reflective group introspection. Experiential learning through crafted case studies and role-plays enhances students’ conflict management skills by fostering perspective-taking and inclusiveness.We conducted a qualitative case study in an SBL training in a school from 2020 to 2023. These conflict management processes allow the school community to reimagine conflict as an invaluable educational opportunity, equipping pupils with essential soft skills for navigating the challenges of the 21st century.

Although gratitude is typically conceptualized as a positive emotion, it may also induce socially oriented negative feelings, such as indebtedness and guilt. Given its mixed emotional experience, we argue that gratitude motivates people to improve themselves in important life domains. Two single-timepoint studies tested the immediate emotional and motivational effects of expressing gratitude. We recruited employees (n = 224) from French companies in Study 1 and students (n = 1026) from U.S. high schools in Study 2. Participants in both studies were randomly assigned to either write gratitude letters to benefactors or outline their weekly activities (control condition). Expressing gratitude led to mixed emotional experiences (e.g., greater elevation and indebtedness) for employees and students as compared with the control group. Students also felt more motivated and capable of improving themselves, as well as conveyed stronger intentions to muster effort towards self-improvement endeavors.