Authority, Personality and its Effects on Conflict Resolution Behaviour among Students of Istanbul Bilgi University

UMT Education Review Pub Date : 2020-12-23 DOI:10.32350/UER.32.01

Ayesha Arif, Gergely Czukor

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Abstract

The aim of this experimental study was to examine how undergraduate students as participants resolve a conflict in response to authority status manipulation of the opponent person (low: a fellow student; high: a university professor), considering the moderating role of participants’ personality traits. 320 Psychology undergraduate students from Istanbul Bilgi University, aged 19-23 participated in an online survey. The participants first completed the Turkish version of the NEO-FFIand then they completed the modified Turkish version of the Thomas-Kilmann Mode Instrument (TKI). It was hypothesised that highly agreeable participants who were faced with a professor in a conflict would show a accommodating resolution style. Whereas extroverted participants who faced a fellow student inwere predicted to displaycompetitiveness in the conflict. A moderated regression analysis was applied. The results showed the opposite effects, students who were in conflict with the professor were more competitive and students who were in conflict with fellow students showed more accommodation. Limitations and future research possibilities are also discussed.

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伊斯坦布尔比尔吉大学学生的权威、个性及其对冲突解决行为的影响

本实验研究的目的是探讨作为参与者的本科生如何解决冲突，以应对对手的权威地位操纵(低:同学;高:大学教授)，考虑到参与者的个性特征的调节作用。来自伊斯坦布尔比尔吉大学的320名年龄在19-23岁的心理学本科生参加了一项在线调查。参与者首先完成了土耳其版NEO-FFIand，然后完成了改进的土耳其版Thomas-Kilmann Mode Instrument (TKI)。据推测，在冲突中面对教授时，非常随和的参与者会表现出一种乐于助人的解决方式。然而，外向的参与者在面对同学时被预测在冲突中表现出竞争力。采用适度回归分析。结果显示了相反的效果，与教授发生冲突的学生更有竞争力，而与同学发生冲突的学生则表现得更宽容。本文还讨论了局限性和未来研究的可能性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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UMT Education Review

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审稿时长

28 weeks