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This paper aims to explore conflict as a process that includes antecedents, management strategy, and outcomes while examining the role of affective states in an elementary school working environment. After a theoretical overview and systematization of the conflict elements, a questionnaire was developed that satisfies internal reliability and construct validity. Conflicts at the workplace were modeled with Bayesian SEM, and the results point out the prominent role of affective states in conflicts. Findings confirmed that (1) affective states affect the conflict management strategy choice; (2) different conflict management strategies lead to different conflict consequences; and (3) different affective states lead to differently perceived conflict consequences/outcomes. In addition, we conclude that conflicts with dominantly positive and negative affective states behave structurally differently. The revealed role of affective states facilitates future intervention possibilities in education about conflict management strategies and control of emotions and affective states. Raising awareness about affective states’ role in the conflict might increase mutual un-understanding and contribute to a healthy school social environment as a safe space for learning, sharing ideas, and joint actions toward a common goal.

This paper deals with one of the possible methodological approaches to an empirical examination of game awareness. Such an outline should enable the gathering of a deeper understanding of individuals’ awareness. The questionnaire is based on a scenario technique, and it is focused on game awareness in situations with possible strategic interactions. The goal is to assess the instrument regarding its reliability and validity. Internal reliability is assessed using Cronbach’s alpha coefficient. A k-nn analysis was used to estimate divergent construct validity and criterion validity, and nonparametric factor analysis was used to estimate convergent construct validity. The questionnaire satisfies the requirements of reliability and validity. Moreover, there is an indication that each of the eight scenarios may be used separately, as they also meet the criteria for reliability and validity. Possible practical and theoretical implications involve questionnaire use as a basis for educational intervention, other instruments’ development, as well as for the collection and publication of behavioral insights about game awareness. Behavioral insights should enrich the theory and incite behavioral game theory models of game awareness and its implications.