Linking Achievement Goal Orientation to Socio-Cognitive Conflict Regulation in Higher Education

Dorit Alt, Yoav Kapshuk

Research output: Contribution to journalArticlepeer-review

Abstract

Conflict regulation is deemed a highly important lifelong learning skill with which individuals should be equipped. This study sought to measure the effect of achievement goal orientations on socio-cognitive conflict regulation strategies and to assess the impact of designated learning activity with collaborative digital concept mapping on these strategies. Data were gathered from 66 second-year Social Sciences undergraduate students on the completion of the learning activity. Results mainly showed that the learning activity with digital concept mapping positively contributed to students’ collaborative and critical socio-cognitive conflict regulation strategies rather than competitive strategies. Performance goal orientation increased less competitive collaborative socio-cognitive conflict regulation strategies. These findings underscore the importance of equipping individuals with a set of skills that enables them to effectively regulate conflicts by engaging them in socio-cognitive argumentation activities during their educational attainment. Such activities may raise their awareness of more collaborative strategies of regulation when faced with different types of conflict situations.

Original languageEnglish
Pages (from-to)1-22
Number of pages22
JournalNegotiation and Conflict Management Research
Volume16
Issue number1
DOIs
StatePublished - 1 Jan 2023
Externally publishedYes

Keywords

  • achievement goal orientation
  • concept mapping
  • conflict regulation
  • higher education
  • socio-cognitive conflict regulation

ASJC Scopus subject areas

  • Communication
  • Strategy and Management

Fingerprint

Dive into the research topics of 'Linking Achievement Goal Orientation to Socio-Cognitive Conflict Regulation in Higher Education'. Together they form a unique fingerprint.

Cite this