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 language | English |
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Pages (from-to) | 1-22 |
Number of pages | 22 |
Journal | Negotiation and Conflict Management Research |
Volume | 16 |
Issue number | 1 |
DOIs | |
State | Published - 1 Jan 2023 |
Externally published | Yes |
Keywords
- achievement goal orientation
- concept mapping
- conflict regulation
- higher education
- socio-cognitive conflict regulation
ASJC Scopus subject areas
- Communication
- Strategy and Management