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Determining the conflict resolution strategies of university students

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Yeliz Kıralp
Yeliz Kıralp
Yeliz Kıralp
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Sibel Dincyürek
Sibel Dincyürek
Sibel Dincyürek
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Müge Beidoglu at Middle East Technical University
Müge Beidoglu
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Abstract and Figures

The aim of this research is to determine the rank order of the strategies that students use in each type of relationship (friends, close friends, emotional friends, mother and father), and the second one is to determine the relationship type which is frequently used with each strategy (forcing, avoiding, accommodating, compromising, and collaborating).Random sampling was used. Total of 200 students from Faculty of Education, at three Departments namely Turkish Language (n=100), Social Studies (n=50) and Psychological Counseling and Guidance (n=50) at Eastern Mediterrenean University in North Cyprus. The Conflict Resolution Survey, was used. As for the analysis of data, Friedman Test and ANOVA with repeated measure was used.Results suggest that compromising is the most frequently used strategy for university students with friends, close friends, mothers and fathers; while collaborating strategy is used with emotional friends. Additionally, forcing, compromising, and collaborating strategies are mostly used with emotional friends and avoiding strategy with father.
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Procedia Social and Behavioral Sciences 1 (2009) 1205–1214
A
vailable online at www.sciencedirect.com
World Conference on Educational Sciences 2009
Determining the conflict resolution strategies of university students
<eli] .ÕralS
a
, Sibel Dincyürek
a
,0üge %eido÷lu
b
a
Near East University, Ataturk Faculty of Education,Nicosia,N. Cyprus
b
Ataturk TeachersTraining Academy Nicosia,N. Cyprus
Received October 23, 2008; revised December 13, 2008; accepted January 3, 2009
Abstract
The aim of this research is to determine the rank order of the strategies that students use in each type of relationship (friends,
close friends, emotional friends, mother and father), and the second one is to determine the relationship type which is frequently
used with each strategy (forcing, avoiding, accommodating, compromising, and collaborating).
Random sampling was used. Total of 200 students from Faculty of Education, at three Departments namely Turkish Language
(n=100), Social Studies (n=50) and Psychological Counseling and Guidance (n=50) at Eastern Mediterrenean University in
North Cyprus. The Conflict Resolution Survey, was used. As for the analysis of data, Friedman Test and ANOVA with repeated
measure was used.
Results suggest that compromising is the most frequently used strategy for university students with friends, close friends, mothers
and fathers; while collaborating strategy is used with emotional friends. Additionally, forcing, compromising, and collaborating
strategies are mostly used with emotional friends and avoiding strategy with father.
© 2009 Elsevier Ltd.
Keywords: Conflict; conflict resolution strategies; forcing; avoiding; accomodating; comporasing and colloborating.
1. Introduction
This study focuses on conflict resolution strategies of youth who experience rapid development in technical and
social areas of life along the way being mature individuals. According to Öner (1996:191) “conflict occurs when one
ore more people cannot agree on a subject. People generally experience conflicts when needs, instincts and desires
counteract. These different needs, instincts, points of view and perceptions cause conflicts. We all live through
occasional conflicts for thinking in a different way. This is a part of being human.”
Taútan (2002:1) emphasizes two factors causing interpersonal conflicts in people’s lives which are also the
underlying reasons for young people experience conflict. The reason for young individuals having interpersonal
conflicts is the worry to achieve what they wish for themselves, and the ways and diversity of the relationships they
have to pursue in order to get along with others. The assertive, self-sufficient, defensive attitude that emerges as a
<eliz .Õralp Tel: +90 392 22 36 464-432;
E-mail address: yelizkiralp@hotmail.com
1877-0428 © 2009 Elsevier Ltd.
doi:10.1016/j.sbspro.2009.01.217
Open access under CC BY-NC-ND license.
Open access under CC BY-NC-ND license.
1206 Yeliz Kıralp et al. / Procedia Social and Behavioral Sciences 1 (2009) 1199–1204
result when individuals act with the urge of satisfying their own needs, causes conflicts both within the individual
and between individuals (www.organizasyon.com).
According to Johnson (1981) conflicts are a normal segment of daily life. Yet, conflict is considered to be
negative, as it causes disagreements, stress, social chaos and violence, and moreover, the most significant indication
of a good relationship is accepted to be the absence of conflicts. However, conflict has positive aspect: it helps the
individual in knowing themselves, enhancing their awareness about others’ characteristics, noticing the relationship
problems that they need to solve, and encouraging change, increases energy and motivation for problem solving,
making life more interesting, and help find small problems that are perceived as big issues. After all, it is obvious
that conflict, can induce constructive results both for the conflicting person, and the person or the group that conflict
is about. It has been acknowledged for a long time that conflicts are inevitable features of relationships, and that
their resolutions determine whether a relationship is functional or not.
According to Johnson and Johnson’s (1996) Dual Concern Theory, it is assumed that parties in conflict have two
concerns: the concern of achieving personal targets and the concern of pursuing the relationship with the other party.
These two dimensions are referred as “relation” and “purpose”. As the result of the interaction of these two
dimensions, five conflict resolution styles emerged; forcing, avoiding, accommodating, compromising, and
collaborating (Johnson and Johnson, 1994). As Deutsch (1973) puts it, the conflict resolution styles used by the
individuals, determine whether the relationship is constructive or destructive.
Conflict resolution is defined by the following five behavioural patterns (Thomas,1976):
Forcing: The ambition of one party to dominate the other. In this case, people’s targets are more important than their
relationships. According to Karip (1999), this strategy to establish superiority over one another is used when either
of the parties value satisfaction of their own interests and needs, at the expense of the opposing party’s interests and
needs.
Avoiding: This strategy refers to avoiding the conflict environment. It is the indifference of one party to the
other’s wills. The individual does not confront the other and try for a solution, because it is hopeless. As Karip
(1999) states, in cases where the parties value each other’s interests and needs, the strategies of avoiding a conflict
or ignoring the conflict are used.
Accommodating: This strategy refers to forgoing one’s own needs. The basis of this conflict resolution strategy is
the sharing of differences. One party ignores their own desires in order to fulfil the other’s. According to Karip
(1999), accommodating is the case where one party gives up the satisfaction of his/her own interests and needs, in
consideration of the other party’s interests and needs.
Compromising: This strategy refers to the condition where either of the parties gives up parts of his/her desires in
order to satisfy the other’s. In this case, persons seek a third way. Karip (1999) states that, as long as both sides
accept mutual compromise as a strategy, parties give up certain issues in order to settle and achieve a solution.
Collaborating: Problem is solved by considering the needs of both parties. Both parties work together. According
to Karip (1999) “this strategy is used when the importance given to own and other’s interests and needs are high,
thereby achieving one’s goal and maintaining a high quality of relationship”.
Literature has involved studies where examined preferred conflict resolution strategies with relations to the type of
relationship people have. However, these studies mostly involved in educational administrators, teachers, business
environments. Yet, few studies have been conducted on youth to determine the preferred resolution strategies with
relations to the relationship types with contradicting results. Therefore, this research chooses to focus on “friendship,
emotional involvement and parental relationship” and to find out strategies preferred with respect to the types of
relationship. Additionally, this research also aims to collect data on which strategy is used with which relationship
types more frequently.
1.1. Aim of the research
Today, technology as well as social life is progressing and improving rapidly. People live through a long and
challenging transitional period from childhood into maturity. The contribution of learning conflict resolution skills
to the production of more constructive, happy and self sufficient individuals with insights cannot be denied.
The basic aim of this research is to determine the conflict resolution strategies which are used by university
students, in their interpersonal conflicts. There are two dimensions in this research: The first one is to determine the
rank order of the strategies that students use in each type of relationship (friends, close friends, emotional friends,
mother and father), and the second one is to determine the relationship type which is frequently used with each
strategy (forcing, avoiding, accommodating, compromising, and collaborating).
Yeliz Kıralp et al. / Procedia Social and Behavioral Sciences 1 (2009) 1205–1214
1207
1.2. Research questions
1.2.1. Are there any significant differences among the conflict resolution strategies used by university students in
their conflicts with other people(friends, close friends, emotional friends, mother and father)?
1.2.2. Sub Problems
1. Are there any significant differences among the conflict resolution strategies used by university students in
conflicts with their friends?
2. Are there any significant differences among the conflict resolution strategies used by university students in
conflicts with their close friends?
3. Are there any significant differences among the conflict resolution strategies used by university students in
conflicts with their emotional friends?
4. Are there any significant differences among the conflict resolution strategies used by university students in
conflicts with their mothers?
5. Are there any significant differences among the conflict resolution strategies used by university students in
conflicts with their fathers?
1.2.3. Are there any significant differences among relationship types in using conflict resolution strategies namely
f
orcing, avoiding, accommodating, collaborating, and compromising?
1.2.3.1. Sub question
1. Are there any significant differences among the relationship types in using forcing strategy by university
students?
2. Are there any significant differences among the relationship types in using avoiding strategy by university
students
3. Are there any significant differences among the relationship types in using accommodating strategy by university
students
4. Are there any significant differences among the relationship types in using compromising strategy by university
students
5. Are there any significant differences among the relationship types in using collaborating strategy by university
students.
2. Method
2.1. Design of the research
This is a descriptive study which investigates the conflict resolution strategies that university students use.
2.1.1. Sampling
The sampling of the study is limited to the Faculty of Educational Sciences students studying during the 2007-
2008 academic year at Eastern Mediterrenean University in the Turkish Republic of Northern Cyprus (TRNC).
Subjects of this research are a total of 200 students from Faculty of Education, at three Departments namely Turkish
Language Teaching (n=100), Teaching in Social Studies (n=50), and Psychological Counseling and Guidance
(n=50). Random sampling was used.
2.1.2. Data collection instrument
The Conflict Resolution Survey, which was developed by Tezer (1986) and adapted by Beido÷lu (2001) was
used in this research. This survey consists of five sections. These are defined as friend, close friend, emotional
friend, mother and father. There are five definitions in each section, containing conflict resolution strategies defined
by Thomas (1976) as forcing, avoiding, accommodating, compromising, and collaborating strategies. Subjects were
asked to mark how frequently they used each strategy separately on a Likert scale. The scale involves Never (1),
1208 Yeliz Kıralp et al. / Procedia Social and Behavioral Sciences 1 (2009) 1199–1204
Seldom (2), Occasionally (3), Mostly (4), Always (5). Lowest and highest values are respectively (1) and (5). Higher
point denotes higher frequency of usage.
3. Reliability Study
Reliability of this Conflict Resolution Survey (CRS), was done by using test – retest method by Tezer (1986),
and was stated to be .71 for forcing, .60 for avoiding, .69 for accommodating, .72 for compromising and .76 for
collaborating.
Beido÷lu (2001) conducted the reliability study of Tezer’s CRS in the TRNC population where she adapted the
survey. The Cronbach Alpha results were as follows; .73 for forcing, .74 for avoiding, .82 for accommodating, .70
for compromising and .92 for collaborating.
The Cronbach Alpha results for the reliability study of this research, performed with 50 students, were .80 for
forcing, .70 for avoiding, .70 for accommodating, .85 for compromising, and .57 for collaborating.
2.1.3 Data Analysis
In this research, Friedman Test was used for the first research question to calculate the rank order of the conflict
resolution strategies separately for each relationship type. For the second research question, ANOVA with repeated
measure was used in order to determine the significant differences among relationship types for each resolution
strategy.
4. Findings
4.1. Results of the first research question
R
esearch Question 1 : Are there any significant differences among the conflict resolution strategies used by
university students in their conflicts with other people(friends, close friends, emotional friends, mother and father)?
R
esults and Interpretation of the First Sub- Question
Are there any significant differences among the conflict resolution strategies used by university students in conflicts
with their friends
The Friedman Test results for the first sub-question are shown Table 4.1.
Table 4.1. Friedman Test results for the frequency of use of the resolution strategies with friends.
Conflict Resolution
Strategy
Mean
Rank
Forcing
2.81
Avoiding
2.45
Accommodating
2.44
Compromising 3.70
Strategies used in
conflicts with friends
Collaborating
3.54
F²: 65.880
df: 4
p: .000
As it is stated in Table 4.1, significant differences were found among the five conflict resolution strategies used
by university students in conflicts that they have with their friends; [F² (4)=65.880, p<.05]. Accordingly, university
students use compromising strategy most frequently, and accommodating least frequently, in conflicts with their
friends.
Results and Interpretation of the Second Sub-Question
Are there any significant differences among the conflict resolution strategies used by university students in
conflicts with their close friends?
The Friedman Test results for the second sub-question are shown Table 4.2.
Yeliz Kıralp et al. / Procedia Social and Behavioral Sciences 1 (2009) 1205–1214
1209
Table 4.2. Friedman Test results for the frequency of use of the resolution strategies with close friends.
Conflict Resolution
Strategy
Mean
Rank
Forcing 2.52
Avoiding 2.41
Accommodating 2.71
Strategies used with
Close Friends
Compromise
Collaborating
3.66
3.62
F²: 70.026
df: 4
p: .000
As it is stated in Table 4.2, there are significant differences among the conflict resolution strategies used by
university students, in conflicts with their close friends [F² (4)=70.026, p< .05]. Accordingly, university students use
compromising most frequently, and avoiding least frequently, in conflicts with their close friends.
Results and Interpretation of the Third Sub-Question
3. Are there any significant differences among the conflict resolution strategies used by university students in
conflicts with their emotional friends.
The Friedman Test results for the second sub-question are shown Table 4.3.
Table 4.3. Friedman Test results for the frequency of use of the resolution strategies with emotional friends.
Conflict Resolution
Strategies
Mean
Rank
Forcing 2.73
Avoiding 2.43
Accommodating 2.46
Compromising 3.60
Strategies used in
conflicts with
emotional friends
Collaborating 3.69
F²: 72.496
df: 4
p: .000
As it is shown at Table 4.3, there are significant differences among the conflict resolution strategies used by
university students, in conflicts with their close friends [F² (4)=72.496, p< .05]. Accordingly university students use
collaborating most frequently, and avoiding least frequently, in conflicts with their emotional friends.
Results and Interpretation of the Fourth Sub-Question
4. Are there any significant differences among the conflict resolution strategies used by university students in
conflicts with their mother?
The Friedman Test results for the second sub-question are shown Table 4.4.
Table 3.4 : Friedman Test results for the frequency of use of the resolution strategies with mother.
Conflict Resolution
Strategy
Mean
Rank
Forcing 2.50
Avoiding 2.43
Accommodation 3.16
Compromising 3.70
Strategies used with
Mothers
Collaborating 3.14
F²: 54.047
df: 4
p: .000
1210 Yeliz Kıralp et al. / Procedia Social and Behavioral Sciences 1 (2009) 1199–1204
As it is stated in Table 4.4, significant differences were found among the conflict resolution strategies used by
university students, in conflicts with their mothers [F² (4)=70.026, p< .05]. Accordingly university students use
compromising most frequently, and avoiding least frequently, in conflicts with their mothers.
Results and Interpretation of the Fifth Sub-Question
5. Are there any significant differences among the conflict resolution strategies used by university students in
conflicts with their fathers?
The Friedman Test results for the second sub-question are shown Table 4.5.
Table 4.5 : Friedman Test results for the frequency of use of the resolution strategies with father
Conflict Resolution
Strategy
Mean
Rank
Forcing 2.20
Avoiding 2.71
Accommodating 3.36
Compromising 3.44
Strategies used with
Fathers
Collaborating 3.21
F²: 53.804
df: 4
p: .013
As it is stated at Table 4.5, significant differences were found for the conflict resolution strategies used by
university students, in conflicts with their fathers [F² (4)=53.804, p< .05]. Accordingly university students use
compromising most frequently, and forcing least frequently, in conflicts with their fathers.
Results of this research suggest that compromising is the most frequently used strategy for university students
when they get into conflicts with friends, close friends, mothers and fathers; while collaborating strategy is used
with emotional friends. The least frequently used strategy is avoiding with close friend and mother; accommodating
strategy is with friends; and forcing strategy is with father.
In Tezer’s (1996) research, people’s attitudes towards their spouses and superiors in Turkey are investigated.
According to the research findings, different relationship types do not create a change in the resolution. Both women
and men prefer compromising in conflict resolution. They use avoiding, accomodating, collaborating at medium
level competing (forcing) strategies less frequently. Tezer’s findings show that there is no difference between
conflict resolution strategies used for different types of relationships.
Lung’s (1999) research results on parent-adolescent conflicts, have contributed to the family conflicts and
resolutions literature. According to this research, students coming from Chinese American families mostly use
avoiding strategy, while students from white American families use accommodating strategy.
4.2 Results and Interpretation of the Second Research Question
Research Question 2 : Are there any significant differences among relationship types in using conflict resolution
strategies namely forcing, avoiding, accommodating, collaborating, and compromising?
Results and Interpretation of the First Sub-Question
1. Are there any significant differences among the relationship types in using forcing strategy by university
students?
Table 4.6 indicates the result of ANOVA with repeated measure with relation to the use of forcing strategy.
Yeliz Kıralp et al. / Procedia Social and Behavioral Sciences 1 (2009) 1205–1214
1211
Table 4.6 : Results of One way analysis of variance with repeated measure of the forcing strategy in different relationships.
Source of the
Variance
Sum of
squares
SS Mean Square F P Meaningful
Difference
Within test
subject
62.178 99 0.628
Testing 20.328 4 5.082 5.218 .000 1-5
3-5
4-5
Error 385.672 396 .974
Total 468.178 499
As it is stated at Table 4.6, there are significant differences among four types of relationship (friend, emotional
friend, mother and father) [F
(1,99 )
= 5.218, p<.05]. Emotional friend mean point ( X = 2.99); is found to be greater
than friend mean score (
X = 2.75); mother mean score ( X = 2.65) and father mean score ( X = 2.38). This finding
indicates that the students use forcing strategy significantly more in conflicts with emotional friends then mother and
father. No significant difference was found for close friend.
Results and Interpretation of the Second Sub-Question
Are there any significant differences among the relationship types in using avoiding strategy by university
students?
Table 4.7 refers to the result of ANOVA with repeated measure with relation to the use of avoiding strategy.
Table 4.7 : Results of One way analysis of variance with repeated measure of the avoiding strategy in different relationships.
Source of Variance Sum of
Squares
SS Mean Square F P Meaningful
Difference
Within test subject 68.310 99 .690
Testing 9.232 4 2.308 2.426 .048
Error
376.768 396 .951
Total 454.31 499
1-5
2-5
As it is indicated at Table 4.7, there are significant differences among relationship types (friend, close friend, and
father) [F
(1,99 )
= 2.426, p<.05] with respect to the use of avoiding strategy. Father mean score ( X = 2.88); is found
1212 Yeliz Kıralp et al. / Procedia Social and Behavioral Sciences 1 (2009) 1199–1204
to be greater than friend mean score ( X = 2.54); and close friend mean score ( X = 2.50) . This finding indicates
that, the students use avoiding strategy mostly in conflicts with their fathers. No significant difference was found for
emotional friend and mother.
Results and Interpretation of the Third Sub-Question
Are there any significant differences among the relationship types in using accommodating strategy by university
students?
Results of ANOVA with repeated measure did not prevail any significant differences among relationship types
(friend, close friend, emotional friend, mother and father) [F
(1,99 )
= 1,233, p< .05], for accommodating strategy.
Results and Interpretation of the Fourth Sub-Question
Are there any significant differences among the relationship types in using compromising strategy by university
students?
Table 4.8 refers to the result of ANOVA with repeated measure with relation to the use of compromising strategy
Table 4.8.. Results of One way analysis of variance with repeated measure of the compromising strategy in different relationships.
Source of Variance Sum of
Squares
SS Mean Square F P Meaningful
Difference
Within test subject 50.322 99 .523
Testing 12.232 4 3.398 3.559 .005
Error 371.747 396 .921
Total 433.511 499
1-5
2-5
3-5
As it is indicated at Table 4.8, significant differences have been found among four types of relationship (friend,
emotional friend, mother and father), [F
(1,99 )
= 3.559, p<.05] with respect to the use of compromising strategy.
Emotional friend mean score (
X = 3.68) is found to be greater than friend mean point ( X = 3.67); mother mean
score (
X = 3.64) and father mean score ( X = 3.45). This finding indicates that the students use compromising
strategy mostly in conflicts with emotional friends. No significant difference was found for close friend.
Results and Interpretation of the Fifth Sub-Question
Are there any significant differences among the relationship types in using collaborating strategy by university
students?
Table 4.9 refers to the result of ANOVA with repeated measure with relation to the use of collaborating strategy
Yeliz Kıralp et al. / Procedia Social and Behavioral Sciences 1 (2009) 1205–1214
1213
Table 4.9 . Results of One way analysis of variance with repeated measure of the collaborating strategy in different relationships.
Variance
Source
Sum of
Squares
SS Mean of
Squares
F P Meaningful
Difference
Within test
subject
70.360 99 .711
Testing 15.388 4 3.847 3.559 .002 3-5
Error 349.012 396 .881
Total 434.76 499
As it is indicated at Table 4.9, significant differences have been found among two types of relationship
(emotional friend and father), [F
(1,99 )
= 3.559, p<.05] with respect to the use of collaborating strategy. Emotional
friend mean score (
X = 3.73); is found to be greater than father mean score ( X = 3.27) . This finding shows that
students use collaborating strategy mostly in conflicts with their emotional friends. No significant difference was
found for friends, close friends and mother.
Overall results of the second research question suggest that forcing, compromising, and collaborating strategies
are mostly used with emotional friends and avoiding strategy with father. No significant difference was found for
compromising strategy with respect to relationship type. In their research, Laursen, Hartuh, Koplas (1996) found
that teenagers and young adults use compromising more with their friends, and in their relationships with peers, and
they use less forcing with the peers who are not family or friend.
5. Conclusion and Recommendations
This research had two aims: One was to determine the rank order of strategies university students use in their
conflicts with friends, close friends, partners, mother and father. The results of this study revealed that the most
frequently used strategy university students used with friends, close friends, mother, and father is compromising;
and the most frequently used strategy with emotional friend was collaborating. With relation to the second aim of
this research which was to determine the significant differences among the resolution strategies of the university
students used in different relationship types, the results revealed that forcing, compromising, and collaborating
strategies were significantly used with partner and avoiding strategy with father.
The question whether or not adolescents use different conflict resolution strategies depending upon the type of
relationship they have, involves in conflicting results in the literature. Haar (1999), Laursen & Collins (1994) and
Laursen, Hartup, & Koplas (1996) point out that adolescents’ use of conflict strategies changes in terms of type of
relationship. Consistent with this argument, Kelley et. al. (1983) points out that those different types of
relationships also have their own variables such as intimacy, power, and statue, which form the interdependence of
the relationship. Additionally, literature on dyadic behaviour (Kenny, Mohr, & Levesque, 2001) emphasizes that,
“consistencies of individual behaviour with various partners are moderate but the amount of variance due to the
interaction between the person and the partners can be considerable. This is particularly true if the relationship with
the different partners varies a great deal, as with family members versus friends” (cited in Black, 2002, p. 6).
On the one hand, in consistent with the above argument, Black (2002) found that adolescents exhibited
significantly less withdrawal with their mothers than with their best friends. In other words, adolescents avoided the
problem discussion more with their best friends than with their mothers. Tezer and Demir (2001) found that males
1214 Yeliz Kıralp et al. / Procedia Social and Behavioral Sciences 1 (2009) 1199–1204
reported more competitive behaviour toward same-sex peers than toward opposite-sex peers, and more avoiding
behavior toward opposite-sex peers than toward same-sex peers. Furthermore, Laursen (1993) found high level of
submission and disengagement, and low level of compromise in parent-adolescent conflict yet considerable
compromise and little disengagements with close friend. Similarly, in the study of Laursen, Hartup, and Koplas,
(1996) adolescent reported more compromising with friends than with family members and non friends in disputes.
Studies carried out in North Cyprus indicated that the most frequently used strategy was avoiding and compromising
toward father whereas collaborating/accommodating toward close friend for high school students (KÕralp, 2003).
Another study conducted in North Cyprus by Dinçyürek (2003) indicated that avoiding/compromising were mainly
used toward father, forcing toward friend, and accommodating toward partner for college students.
On the other hand, contradicting results in the literature also exist with relation to the above argument. For
example, Tezer and Demir (2001) found that females did not differ in preferences regarding conflict behaviors
toward same-sex and opposite-sex peers. In another study, no differences between the conflict behaviors of
individuals toward their spouses and supervisors were found (Tezer, 1996). Similarly, no significant differences
were found among conflict strategies with respect to close friend and mother (Dinçyürek, 2003); and friend, mother,
and teacher (KÕralp, 2003).
In conclusion, qualitative research designs could provide better possibilities for elaborating the concerns of
subjects when they prefer certain resolution strategies with respect to different relationship types.
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... Kiralp, Dincyürek and Beidoğlu [16] elaborate on their conflict resolution survey conducted among 200 students from various university departments in North Cyprus. Compromise was indicated as the most frequently adopted approach by the participants in interacting with their overall social networks (i.e. ...
... In the course of aforementioned negotiationconflict resolution review findings, diverse degree university students from certain USA states appeared to use competition, accommodation and collaboration conflict management strategies with a) agreeableness and extroversion personality traits related more with collaboration and competition, with b) their business degree peers in the Netherlands using more competition and c) their public administration counterparts cooperation resolution approach, respectively [13] [14]. Different curricula college students from North Cyprus and South Eastern public university in the USA seemed to a) strongly agree with compromise/bargaining and avoidance as mostly used approaches [16], with their employee peers from Rivers State in Nigeria postulating for integrative (problem-solving) as secondly used resolution strategy, accordingly [18]. ...
... Overall, they tend to corroborate prior evidence indicating state (region) origin effect in the practice of certain negotiation continuum and conflict resolution strategies [17], as a) current students did exhibit willingness to work together (cooperation), inclination to give something up, make exchanges and address each other's needs to accomplish one's goals (compromise/bargaining), supplemented by b) the fundamental 3 choices of dealing with disagreements, issues or conflicts using argument (verbal fight), walk away (neutral), get an adult (constructive action) and talk it out (negotiation), regardless of their state (region) origin. This might be conducive either to the private higher education institution's conflict resolution culture aspects existed which may foster negotiation approach practice to students or to conflict resolution fusion initiated by the corresponding respondents based on the kind of explored relationships involved [16]. Complementary to our evidence, diverse course university students from North Cyprus and South Eastern USA public university appeared to strongly agree with compromise/bargaining and avoidance strategy the most [as above], with their employee counterparts from Rivers State in Nigeria scoring higher in integrative (problem-solving), as second higher scoring resolution approach, accordingly [18]. ...
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... Controlling/Forcing is the pursuit of greatness at the price of the preferences and judgments of others [39]. This indicates that one party will prevail over another. ...
... When someone avoids activities, they are attempting to avoid issues, delay problems, or withdraw from harmful situations. According to Kıralp, Dincyürek [39], avoiding in the context of the parent-child interaction indicates apathy on the part of the child. Parents and children attempt to avoid confrontation since it could be detrimental to their relationship. ...
New value creation and family business sustainability: Identification of an intergenerational conflict resolution strategy
Article
Full-text available
  • Apr 2023
Unresolved tensions frequently lead to the failure of family businesses. Parents and their children should be able to work together to resolve protracted problems. This study intends to explore the intergenerational conflict resolution strategy in an effort to develop new family business values and ensure the sustainability of family enterprises. The respondents in this study were 152 family business owners in Eastern Indonesia. The analysis used is PLS-SEM. The results of this study indicate that creating new value requires three intergenerational conflict resolution strategies: intergenerational collaboration, accommodation, and forcing. The results of this study also show that a family business that is able to create new value will be able to have an impact on the sustainability of the family business. This study contributes to the Thomas-Kilmann conflict mode approach, wherein the Thomas-Kilmann conflict mode instrument method leads to the creation of new values and sustainability in family enterprises.
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... Controlling/Forcing is the pursuit of greatness at the price of the preferences and judgments of others (Kıralp, Dincyürek, & Beidoğlu, 2009). This indicates that one party will prevail over another. ...
... P r e p r i n t n o t p e e r r e v i e w e d When someone avoids activities, they are attempting to avoid issues, delay problems, or withdraw from harmful situations. According to Kıralp et al. (2009), avoiding in the context of the parent-child interaction indicates apathy on the part of the child. Parents and children attempt to avoid confrontation since it could be detrimental to their relationship. ...
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... Generally, the clash could have different positive and negative aspects (Kıralp, Dincyürek, & Beidoğlu, 2009). Kıralp et al. (2009) mentioned the positive aspects such as it helps to self-knowledge, gain experience in solving problems with motivation, recognizing and understanding others in a better way, learn to solve small challenges before they convert into big problems. ...
... Generally, the clash could have different positive and negative aspects (Kıralp, Dincyürek, & Beidoğlu, 2009). Kıralp et al. (2009) mentioned the positive aspects such as it helps to self-knowledge, gain experience in solving problems with motivation, recognizing and understanding others in a better way, learn to solve small challenges before they convert into big problems. ...
Conflicts between Students Living on-Campus Dormitories: The Case of Dormitories at Eastern Mediterranean University Campus SEISENSE Journal of Management
Preprint
  • Jan 2020
Article History Abstract Purpose-In the current century, the number of students who travel abroad to study at international higher education institutions universally has increased. Accordingly, a considerable number of young generations from different countries are coming together, and most of them prefer to live at the university's dormitories. The main aim of this research has identified and examined the impacts of roommate conflicts, on the lifestyle and academic success of students living in dormitories. Design/Methodology-The study area of this research is the dormitories located inside the Campus of Eastern Mediterranean University in Famagusta, Northern Cyprus. Data was collected by utilizing both qualitative and quantitative methods. Findings-The results showed that conflicts amidst roommates negatively influenced their lifestyle and academic success. Although it is impossible to solve problems and conflicts at all, however, it is possible to minimize and control them. Moreover, management styles and approaches play a fundamental role in reducing or increasing negative impacts. Practical Implications-Several suggestions mentioned for managers to minimize problems, like price reduction, qualified staff employment, evaluation of dormitories, rewriting the rules against alcohol consumption and making noise, and etc.
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... Generally, the clash could have different positive and negative aspects (Kıralp, Dincyürek, & Beidoğlu, 2009). Kıralp et al. (2009) mentioned the positive aspects such as it helps to self-knowledge, gain experience in solving problems with motivation, recognizing and understanding others in a better way, learn to solve small challenges before they convert into big problems. ...
... Generally, the clash could have different positive and negative aspects (Kıralp, Dincyürek, & Beidoğlu, 2009). Kıralp et al. (2009) mentioned the positive aspects such as it helps to self-knowledge, gain experience in solving problems with motivation, recognizing and understanding others in a better way, learn to solve small challenges before they convert into big problems. ...
Conflicts between Students Living on-Campus Dormitories: The Case of Dormitories at Eastern Mediterranean University Campus SEISENSE Journal of Management
Article
Full-text available
  • Jan 2020
Article History Abstract Purpose-In the current century, the number of students who travel abroad to study at international higher education institutions universally has increased. Accordingly, a considerable number of young generations from different countries are coming together, and most of them prefer to live at the university's dormitories. The main aim of this research has identified and examined the impacts of roommate conflicts, on the lifestyle and academic success of students living in dormitories. Design/Methodology-The study area of this research is the dormitories located inside the Campus of Eastern Mediterranean University in Famagusta, Northern Cyprus. Data was collected by utilizing both qualitative and quantitative methods. Findings-The results showed that conflicts amidst roommates negatively influenced their lifestyle and academic success. Although it is impossible to solve problems and conflicts at all, however, it is possible to minimize and control them. Moreover, management styles and approaches play a fundamental role in reducing or increasing negative impacts. Practical Implications-Several suggestions mentioned for managers to minimize problems, like price reduction, qualified staff employment, evaluation of dormitories, rewriting the rules against alcohol consumption and making noise, and etc.
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... Melalui kajian yang dilakukan oleh Shamsudin et al. (2018) dalam kalangan golongan belia menunjukkan konflik yang dialami oleh responden melalui hubungan sosial di mana konflik dengan rakan sebilik dan keluarga berada pada tahap yang sederhana. Hal ini menunjukkan bahawa strategi resolusi konflik yang digunakan oleh individu adalah berbeza bagi setiap hubungan dan jenis konflik yang dihadapi (Kiralp et al., 2009). Selain itu, seiring dengan kajian yang dilakukan oleh Bordean et al. (2020), beliau mendapati jantina seseorang individu tidak memberi pengaruh terhadap cara mengendalikan konflik akan tetapi adalah disebabkan pengaruh budaya, keluarga dan struktur sosial. ...
PEMBANGUNAN MODUL RESOLUSI KONFLIK SATU ANALISIS KEPERLUAN
Article
Full-text available
  • Dec 2021
Malaysia sebagai sebuah negara pelbagai bangsa, agama, dan budaya sentiasa mengatur perancangan strategik ke arah perpaduan negara. Usaha ini bertujuan mewujudkan karakter masyarakat yang saling berkasih sayang, bersatu padu, dan cintakan negara dengan rasa sepunya kepada negara. Akhirnya, masyarakat mampu membangunkan sebuah negara yang harmoni berasaskan satu konsep nasional yang sama. Namun terdapat pelbagai cabaran yang perlu dihadapi dalam merealisasikan perpaduan negara seluruhnya. Isu konflik antara kaum dan agama dalam pelbagai aspek amat ketara di media sosial yang secara bebas mengkritik antara satu sama lain tanpa mengira usia, status, pangkat dan sebagainya. Hal ini menjelaskan bahawa telah hilang integriti nasionalisme dan patriotisme dalam jiwa anak Malaysia sehingga menghakis rasa hormat, bertanggungjawab, dan prihatin sesama manusia. Fenomena ini jika dibiarkan tanpa menanganinya, akan menjadi barah yang mengancam perpaduan negara akan datang. Maka, kajian ini bertujuan mengkaji kefahaman belia terhadap konflik, menilai kemampuan dalam mengurus emosi, serta persepsi terhadap pembangunan modul resolusi konflik ke arah melahirkan produktiviti belia yang cintakan keamanan. Kajian ini menggunakan pendekatan kuantitatif melalui instrumen soal selidik yang melibatkan seramai 533 responden dalam kalangan belia di utara Semenanjung Malaysia. Data dianalisis secara deskriptif menggunakan perisian SPSS. Hasil kajian mendapati majoriti responden bersetuju bahawa mereka memahami jenis konflik, faktor dan kesannya serta pernah mengalami konflik diri, serta konflik bersama rakan dan keluarga. Selain itu, majoriti responden juga bersetuju bahawa mereka gagal mengawal emosi ketika berhadapan dengan konflik. Majoriti juga bersetuju bahawa pembangunan modul resolusi konflik dapat meningkatkan pendidikan dan kesedaran ke arah keamanan dan keharmonian negara. Pembangunan modul resolusi konflik ini diyakini akan menjadi salah satu modul sokongan ke arah membentuk generasi yang memahami rukun negara seterusnya mampu membangunkan Malaysia sebagai sebuah negara sejahtera.
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... Melalui kajian yang dilakukan oleh Shamsudin et al. (2018) dalam kalangan golongan belia menunjukkan konflik yang dialami oleh responden melalui hubungan sosial di mana konflik dengan rakan sebilik dan keluarga berada pada tahap yang sederhana. Hal ini menunjukkan bahawa strategi resolusi konflik yang digunakan oleh individu adalah berbeza bagi setiap hubungan dan jenis konflik yang dihadapi (Kiralp et al., 2009). Selain itu, seiring dengan kajian yang dilakukan oleh Bordean et al. (2020), beliau mendapati jantina seseorang individu tidak memberi pengaruh terhadap cara mengendalikan konflik akan tetapi adalah disebabkan pengaruh budaya, keluarga dan struktur sosial. ...
analisis keperluan modul resolusi konflik IJCWED14 509
Article
Full-text available
  • Nov 2021
ABSTRAK Malaysia sebagai sebuah negara pelbagai bangsa, agama, dan budaya sentiasa mengatur perancangan strategik ke arah perpaduan negara. Usaha ini bertujuan mewujudkan karakter masyarakat yang saling berkasih sayang, bersatu padu, dan cintakan negara dengan rasa sepunya kepada negara. Akhirnya, masyarakat mampu membangunkan sebuah negara yang harmoni berasaskan satu konsep nasional yang sama. Namun terdapat pelbagai cabaran yang perlu dihadapi dalam merealisasikan perpaduan negara seluruhnya. Isu konflik antara kaum dan agama dalam pelbagai aspek amat ketara di media sosial yang secara bebas mengkritik antara satu sama lain tanpa mengira usia, status, pangkat dan sebagainya. Hal ini menjelaskan bahawa telah hilang integriti nasionalisme dan patriotisme dalam jiwa anak Malaysia sehingga menghakis rasa hormat, bertanggungjawab, dan prihatin sesama manusia. Fenomena ini jika dibiarkan tanpa menanganinya, akan menjadi barah yang mengancam perpaduan negara akan datang. Maka, kajian ini bertujuan mengkaji kefahaman belia terhadap konflik, menilai kemampuan dalam mengurus emosi, serta persepsi terhadap pembangunan modul resolusi konflik ke arah melahirkan produktiviti belia yang cintakan keamanan. Kajian ini menggunakan pendekatan kuantitatif melalui instrumen soal selidik yang melibatkan seramai 533 responden dalam kalangan belia di utara Semenanjung Malaysia. Data dianalisis secara deskriptif menggunakan perisian SPSS. Hasil kajian mendapati majoriti responden bersetuju bahawa mereka memahami jenis konflik, faktor dan kesannya serta pernah mengalami konflik diri, serta konflik bersama rakan dan keluarga. Selain itu, majoriti responden juga bersetuju bahawa mereka gagal mengawal emosi ketika berhadapan dengan konflik. Majoriti juga bersetuju bahawa pembangunan modul resolusi konflik dapat meningkatkan pendidikan dan kesedaran ke arah keamanan dan keharmonian negara. Pembangunan modul resolusi konflik ini diyakini akan menjadi salah satu modul sokongan ke arah membentuk generasi yang memahami rukun negara seterusnya mampu membangunkan Malaysia sebagai sebuah negara sejahtera. Kata kunci: Resolusi konflik, Masyarakat majmuk, Karakter diri, Modul pendidikan PENGENALAN Kehidupan masyarakat majmuk di Malaysia dicirikan sebagai negara yang berada dalam keadaan "tegang yang stabil'. Walaupun terdapat kekurangan kajian sistematik yang dilakukan untuk menilai keberkesanan program perpaduan di Malaysia, itu tidak mengubah fakta bahawa negara telah mengambil beberapa langkah mempromosikan perpaduan nasional dalam melindungi dan memastikan hak semua kaum terpelihara. Kerajaan Malaysia telah aktif mempromosikan perpaduan dengan merumuskan pelbagai doktrin terutamanya ideologi nasional yang dikenali sebagai rukun negara. Apa yang jelas, interaksi sosial antara kaum dan agama di Malaysia telah lama berlaku sama ada secara damai mahupun konflik. Namun, ketegangan dalam hubungan masyarakat majmuk dewasa kini, dilihat semakin menghakis perpaduan negara berikutan konflik akibat salah faham dan dorongan karakter negatif. Ia boleh dilihat menerusi beberapa isu negara dalam tempoh lima tahun kebelakangan ini terutamanya ketika pasca Pilihan Raya Umum ke 14 (Mohd Anuar Ramli et al., 2018). Isu perpaduan dalam kalangan masyarakat majmuk kerap dibincangkan berikutan berlakunya pelbagai konflik yang dilihat semakin sukar ditangani. Di sebalik kepelbagaian agama dan bangsa yang wujud di Malaysia, konflik antara agama dan kaum tidak pernah reda dan sehingga kini masih lagi wujud sikap kepentingan diri sehingga mereka melihat agama lain dengan persepsi negatif (Siti Khatijah Yasin & Fadzli Adam, 2017). Hal ini kerana manusia diciptakan berbilang agama, adat budaya dan pemikiran sehingga manusia dilabelkan sebagai makhluk konflik (homo conflictus) yang sentiasa mencari kelebihan dan kelemahan sebagai isu perbezaan, perdebatan dan persaingan (Susan, 2014). Fenomena ini jelas kelihatan apabila masyarakat kian ekstrim dalam menyatakan pandangan dan hukuman bagi memuaskan hati dan perasaan tanpa menitik beratkan nilai moral dan karakter positif dalam hidup bermasyarakat. Isu sensitif yang berbaur perkauman sering menjadi bara api di media sosial sehingga ia menjadi barah yang terus menghakis perpaduan masyarakat majmuk. Malah Mohd Anuar Ramli et al. (2019) menyatakan bahawa situasi ini semakin jelas dilihat dalam era teknologi kini apabila masyarakat bebas berprovokasi, melemparkan persepsi ini dan prejudis di media sosial. Isu ini jika tidak dibendung, akan menjadi parah sehingga menimbulkan konflik secara meluas dan akhirnya merosakkan perpaduan dan jati diri anak Malaysia.
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... Konflik memiliki aspek positif. konflik membantu individu dalam mengenal diri mereka sendiri, meningkatkan kesadaran mereka mngenai karakteristik orang lain, meningkatkan energi dan motivasi dalam memecahkan masalah, membuat hidup lebih menarik, dan membantu menemukan solusi terhadap masalah kecil sebelum permasalahan tersebut tumbuh menjadi masalah besar (Dincyürek, Yeliz & Beidoglu, 2009;Waithaka, 2015). Konflik adalah bagian tak terhindarkan dari pengalaman manusia, dan dengan belajar mengelola konflik dengan cara positif kita dapat memanfaatkan kekuatannya untuk menciptakan perubahan positif dalam kehidupan, organisasi, dan komunitas kita. ...
Meminimalkan Potensi Konflik Melalui Pemahaman Komunikasi Nonverbal
Article
Full-text available
  • Apr 2022
Dalam konteks interaksi sosial, komunikasi verbal relatif lebih mudah untuk dipahami, karena pesan disampaikan langsung secara verbal (kata-kata atau kalimat), baik melalui media tertentu atau face to face. Tapi untuk komunikasi non verbal, ternyata membutuhkan keterampilan tertentu agar untuk dapat menangkap suatu pesan sekaligus memberikan pemaknaan yang tepat, untuk menjamin keberlangsungan sebuah proses komunikasi. Kegiatan pengabdian ini dimaksudkan untuk memberi pemahaman kepada mahasiswa agar dapat secara bijak menyikapi dan memaknai setiap pesan terutama pesan non verbal yang mereka terima dari lingkungan. Hanya dengan pemahaman yang baik terhadap setiap pesan non verbal, dapat diharapkan mahasiswa dapat terhindar dari konflik-konflik yang sesungguhnya tidak perlu, yang tidak sedikit justru mengantarkan para mahasiswa pada kerugian yang luar biasa.
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... Explained by previous research shown that increasing amount of frequency in self-disclosure process, correlated with the depth of disclosure which represent the level of intimacy of disclosive information, and causing information that is disclosed to be less intimate and more peripheral [45] [46]. Also, the level of intimacy found to be affecting how individuals dealing with conflict, by means, high level of intimacy will be increasing the probability of individuals using cooperative behavior in a conflicting situation [47], depict as compromising and collaborating modes in this research. Honesty-accuracy was found positively correlated with competing modes (r = 0.098) and negatively correlated with collaborating (p = -0.189) ...
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Nurturing Win-Win Conflict Resolution Skills Among Selected Early Adolescents Using Conflict Resolution Training Modules 610 LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Nurturing Win-Win Conflict Resolution Skills Among Selected Early Adolescents Using Conflict Resolution Training Modules
Article
Full-text available
  • Mar 2012
Conflict is a normal and necessary part of healthy relationships. Two people cannot be expected to agree on everything at all times. When conflict is mismanaged, it can harm the relationship. But when handled in a respectful and positive way, conflict provides an opportunity for growth, ultimately strengthening the bond between two people. Learning how to resolve conflict, rather than avoiding a conflict or confronting it with a wrong approach (lose-lose approach, win-lose approach) is very crucial. By learning the skills needed for successful conflict resolution, using a win-win approach, disagreements can be overcome with confidence to keep personal and professional relationships strong and growing.
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A Social Relations Variance Partitioning of Dyadic Behavior
Article
Full-text available
  • Jan 2001
The authors investigate the relative importance of actor and interaction partner as determinants of dyadic behavior. Using the social relations model (D. A. Kenny, 1994a; D. A. Kenny & L. La Voie, 1984), the authors estimate the variance attributable to each determinant plus the reciprocity of behavioral responses from 7 studies. The authors find evidence for moderate behavioral consistency in a person's behavior across interaction partners, little or no evidence that people consistently engender the same behavioral response from others, and preliminary evidence of unique responding to particular partners. They also consider several methodological issues concerning behavioral measurement as well as the implications of the results for the study of accuracy.
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Conflict Resolution and Peer Mediation Programs in Elementary and Secondary Schools: A Review of the Research
Article
Full-text available
  • Dec 1996
Concern about violence in schools has been increasing, and, correspondingly, conflict resolution and peer mediation training programs have been proliferating. These programs have been developed by researchers in the field of conflict resolution, advocates of nonviolence, anti-nuclear-war activists, and members of the legal profession. It is unknown, however, whether the programs are needed and whether or not they are effective. While there are numerous methodological and conceptual problems with the research on conflict resolution and peer mediation programs, the current evidence indicates that (a) conflicts among students do occur frequently in schools (although the conflicts rarely result in serious injury); (b) untrained students by and large use conflict strategies that create destructive outcomes by ignoring the importance of their ongoing relationships; (c) conflict resolution and peer mediation programs do seem to be effective in teaching students integrative negotiation and mediation procedures; (d) after training, students tend to use these conflict strategies, which generally leads to constructive outcomes; and (e) students’ success in resolving their conflicts constructively tends to result in reducing the numbers of student-student conflicts referred to teachers and administrators, which, in turn, tends to reduce suspensions.
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Towards Understanding Peer Conflict
Article
Full-text available
  • Jan 1996
Discusses the nature and significance of peer conflict within a social relational framework derived from theories of social exchange and emotional investment. Close peer relationships are crucial to social development during childhood and adolescence. Social interaction varies across relationships according to exchange equity and emotional investment. Interactions containing conflict set friendships and romantic relationships apart from other relationships. Close peers manage conflict in a manner that suggests they are alert to dangers of inequitable exchanges and negative affect. Children and adolescents are less concerned about the consequences of conflict in other relationships, displaying more coercion and less mitigation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Strategies for Resolving Interpersonal Conflicts in AdolescenceA German-Indonesian Comparison
Article
  • Nov 1999
Preferred strategies for responding to interpersonal conflicts in adolescence were analyzed as a function of cultural background (Indonesia vs. Germany) and gender in a study involving 261 adolescents from the two countries. Respondents were presented with three scenarios describing interpersonal conflicts in different role relationships. Following each scenario, they were asked to choose one of three strategies for dealing with the conflict: a confrontational response, a submissive response, or a compromise-oriented response. As predicted, there were significant differences in terms of preferred conflict resolution strategies. Confrontational responses were more prominent among German adolescents than among Indonesian adolescents, whereas the reverse pattern was found for submissive responses. Preferred conflict resolution strategies varied in both cultural groups as a function of the role relationship with the conflict partner. No gender effects were found in any of the analyses.
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Conflict-Handling Behavior Toward Spouses and Supervisors
Article
  • May 1996
The differences in conflict-handling behaviors toward spouses and supervisors in Turkey were examined. Participants were 71 married individuals (33 women, 38 men) who were subordinates working as full-time employees in different organizations and who agreed to answer a two-page questionnaire prepared by the author, based on conflict-handling behavior identified by Thomas (1976). The participants were not married to each other, nor were they working under the same supervisor. The results offered no support for the differences in five conflict-handling behaviors in different relationships. On the other hand, sex differences were observed, indicating that women tend to behave competitively toward their spouses, whereas men behave competitively toward their immediate supervisors.
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Constructive Conflict in Schools
Article
  • Apr 1994
  • J SOC ISSUES
All children, adolescents, and young adults need to learn how to manage conflicts constructively. There are three steps in doing so. The first is establishing a cooperative context, primarily through the use of cooperative learning. The second is to create intellectual conflicts through the use of structured academic controversies. Controversy results in increased student achievement, critical thinking, higher level reasoning, intrinsic motivation to learn, and a number of other important educational outcomes. The third is to establish a peer mediation program in which students try to negotiate integrative agreements to their conflicts of interests and, if negotiations fail, to seek the help of a peer mediator. All students should be taught how to negotiate and how to mediate and the role of mediator should be rotated throughout the classroom and school so that all students gain mediating experience. The theory and research underlying these steps is reviewed.
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Conflict Management Among Close Peers
Article
Unique characteristics of adolescent relationships with friends and romantic partners are evident in the resolutions and outcomes of their conflicts. New research indicates that disagreements with close peers, in contrast to those with parents and others, are managed in a manner that avoids disruption of the relationship.
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