Impact of interpersonal conflict on university students' mindset

Interpersonal conflict depends on us, but it is entirely our responsibility and decision to better our relations among ourselves and others”

ABSTRACT

In this research, the impact of interpersonal conflict on the higher institution (university) students’ academic performance has been discussed in depth and how frequently does interpersonal conflict occur in every location (such as Businesses, firms, organizations and in particular universities). Though, the ways of managing, adjusting such “conflict” can differ significantly from one organization to the next. The main aim of this research is to access “management styles of conflict” and “interpersonal conflicts” among students at the European University of Lefke, Turkish Republic of Northern Cyprus”. In addition to “the quality scope of the interpersonal relationships role in students’ academic motivation, achievement as well as engagement“. However, some might argue that current issues, motivational achievement theory, including the practices of education can be explained in “relational terms”. Influential theory, attribution theory, expectancy-value, including self-worth motivation theory, is revised and reviewed in the contextual function of significant others in the youth individual’s academic lives(in particular students of higher institution). Further more, this research encourages and encompasses student-level action(universal programs like “work and travel to various nations abroad”, intervention, extracurricular activities for instance language club, writing club, cooperative learning as well as mentoring), lecturer- and classroom action(connective instruction, classroom composition “brainstorming session, teamwork activities among the classmates”. Mixed-methods covered of qualitative (majority composed) and quantitative (extremely minor composed) processes was implemented for the research. A structured questionnaire/ survey was undertaken and collected within the European University of Lefke, responses were gathered primarily from the international students. The sample size in this study is 80.

Keywords: Impact of interpersonal conflict on higher institution students’ academic performance, the value of interpersonal relationship role, conflict management, motivation, student behaviour, lecturer development, student development, European University of Lefke, Turkish Republic Of Northern Cyprus.

INTRODUCTION

The word “conflict” has been used, described and employed in various forms such as different levels of reflection (student’s feelings, motive towards the university environment or a newly hired employee adjusting to the workforce, firm).

Within the phenomenon of conflict, countless effort has been poured extensively to evaluate the “resolution and management of conflicts” with the aim of determining a number of managerial styles of conflict interpersonal management of conflict also known as “conflict management styles interpersonal conflict management”, which refers to the “expectation role to behavioral issues”. In addition, according to (Rahim and Bonoma,1979) stated that “conflict interpersonal management may be directed, guided by differed responses of behaviors”. The rise of conflicts in particular “interpersonal conflict” has captured multiple attentions across many occasions such as within the learning institution (European University of Lefke) “conflict between the lecturer and the student” and so on. However, as per (Blake and Mouton,1964) classified that “styles or modes of management of conflict are spread into five kinds: problem solving (involving the student by solving a particular practical question or having them to answer a life puzzling question) , smoothing (creating a connection between the lecturer and the student by casual conversation), compromising ( better understanding between the lecturer and the student and arriving at a positive conclusion), forcing and withdrawing( lack of communication). On the other hand, (Rahim and Bonoma,1979) mentioned that “the category of styles are divided into two dimensions, self-concern, and others’ concern. Self-concern (or concern for self) describes the extent to which a person tries to satisfy his or her own concerns for instance selfishness, greediness. Whereas others’ concern refers to the degree to which a person tries to satisfy the concerns or meet the demands, needs of others. For examples teachers to their students, parents to their children etc. Interpersonal conflicts often occurs everywhere and at any period of the day whether it is in university, firms etc. Since it as widespread of “social phenomenon” like gossips, scenarios between individuals in public, students, teachers and many more. Its illustrations can differ significantly as the main root cause of “conflict” can expand widely. According to the researchers’ specialists in the fields of management agree that “conflicts are an essential part in the lives of students, teachers as well as performance of the firm and their study is just as important”. Basically, this issue has brought up the question on various conversations among students as well as among lecturers within the EUL(European University of Lefke). As a result, the fundamental question to be answered by this study is as follows:

“How does the impact of interpersonal conflict on university student’s mindset (Case of EUL)”. The findings of this study would bring positive awareness to the people engaged in the workforce, studying in a University or even a teacher on dealing, handling conflict with students from different nations, races in an adjustable manner. As one of the research states that” the value of being inclined (disposed) to the fact of managing conflict cooperatively results in long-term health as well as psychological development”. (Tjosvold, Huang, Johnson, & Johnson, 2006)

LITERATURE REVIEW

Literature Review is divided into two models

(a) Psychological approach
(b) Conflict management

(a) Psychological approach:

According to (e.g., Creasey et al., 1997; Culp, Hubbs-Tait, Culp,&Starost, 2000; Field, Diego, & Sanders, 2002; Marjoribanks, 1996; Martin, Marsh, McInerney, Green, & Dowson, 2007; Pianta, Nimetz, & Bennett, 1997;Robinson, 1995) stated “the literature has consistently been recording the substantial role, that relationships(interpersonal) play in the student’s school success. Followed and guided by the fundamental description of relationship as “a connectedness state between oneself and other people, such as “connection of emotions” (Webster’s Online Dictionary, 2017). First and foremost, connectedness/relatedness deals with “explanatory construct” through which varied motivational theories of achievement can be merged. Secondly, it provides a distinctive set of understanding as well as view of behavioral adapts in the lecture hall and to treat the issues of motivational achievement in the classroom that are similarly related. Similarly, this study encourages and encompasses student-level action (universal programs like “work and travel to various nations abroad”, intervention, extracurricular activities for instance language club, writing club, cooperative learning as well as mentoring), lecturer- and classroom action (connective instruction, classroom composition “brainstorming session, teamwork activities among the classmates”. As noted and described by (e.g. Dweck& Leggett, 1988; Schunk, 1991) that their motivational theories of relatedness breaks by large within “social cognitive domain applying and using social-cognitive terminologies”. Likewise, this brings down into six considerable theoretical perspectives (self-efficacy, self-worth/self-esteem, self-determination, goal theory, expectancy-value, attribution). Attribution theory refers to the causes or instances in which people give credit to events been effected on the way they cognitively, behaviorally, so as effectively respond on upcoming future situations (Schell, Bruning, & Colvin, 1995; Weiner, 1986, 1994). Expectancy-value theory is viewed as the motivation to accomplish success as a “product of the individual’s assumed success probability” including the value incentive of that success (Atinkson, 1957). Goal theory concentrates on the student’s objective for their actions as well as attaching themselves to achievement occasions (Ames, 1992; Barker, Dowson, & McInerney, 2002; Dweck, 1992; Pintrich, Marx, & Boyle, 1993). Self-determination theory is some of the most essential in the relatedness recognition as the main motivational ingredient. It also suggests that in order for one to work at a level of optimism while being motivated, a set of psychological needs must be acknowledged and supported (Deci & Ryan, 2000; La Guardia & Ryan, 2002; Reeve, Deci, & Ryan, 2004). Needs may include autonomy, competence, and relatedness. Self-efficacy refers to the central relevancy to individuals’ belief in their ability to willingly, successfully carry out the required given tasks and the impact outcome, this so-called “self-belief has on achievement and motivation (Bandura, 1986, 1997; Schell et al., 1995; Schunk & Miller, 2002). As described by (Covington,

1992, 1998, 2002) self-worth/self-esteem motivation theory defines the processes as well as the bases included in, enhancement of one’s self-worth or protection. Based on this theory, in addition, students’ self-worth is largely influenced through their capability to perform competitively and academically (Convington, 2002; Robinson, 1995).

b) Conflict management:

when it comes to managerial conflict, it helps to get things organized and implemented, including the uplifting of behavioral citizenship and performance of the team (Alper, Tjosvold, & Law, 2000; Tjosvold, Poon et al., 2005). Among other instances, when workers of the company discuss their insights constructively, intelligently and openly, it leads to cost reduction and quality improvement (Tjosvold, 1998; Tjosvold & MacPherson, 1996), making an effective development (Tjosvold, 1990a), including the extensive usage of latest advantageous technologies(Tjosvold, Meredith, & Wong, 1998). Management of conflict, in addition, encourages learning as an “exponents” start to skepticize the ability of their present ideas as well as findings to understand perceptions which might be more sufficient (Johnson, Johnson,& Tjosvold,2006; Tjosvold, Sun, & Wan, 2005). Students who appeared to disagree with their fellow mates ended up reading, researching from the internet, books from the library and have also showed “better and greater” understanding of the ongoing problems as opposed to those(students) who didn’t disagree with one another. According to this research, it demonstrates that “conflict of interpersonal” is correlated to stress, self-esteem/self-worth, mental health factors including anxiety through the decent type of conflict can get rid of all sorts of pressure. Group work(teams) that are able to discipline, manage conflicts easily, cooperatively and effectively are also capable of handling on their trials, experiences by reflecting upon them for the purpose of improving their progress (Tjosvold, Hui, & Yu, 2003). More importantly, conflict has a significant effect for getting to understand and acknowledge performance required functions as well as the phenomena of the central firm. For instance, a study on “management of conflict” has upgraded people’s understandings towards the “effective quality of leadership”. Couple of studies have indicated that leaders can be successful in establishing a qualitative relationship (Graen & Uhl-Bien, 1995). As a result, workers and leaders cannot necessarily permit stress and frustrations to explode yet instead they are keen on managing their misunderstandings, conflicts to elevate and develop a meaningful relationships (Chen & Tjosvold, 2007; Chen, Tjosvold, & Su, 2005; Tjosvold, Poon, & Yu, 2005), which is simply the reason why valued relationships are beneficial in the sense that it shines and builds up a conflict that is constructive, dedicative, as well as positive which leads to the involvement and performance of the employee (Tjosvold, Hui, & Law, 1998).

RESEARCH METHODOLOGY

Research Model

This study aim to satisfy its objectives through the responses obtained from the given questionnaires. Qualitative research refers to the concepts, definitions, symbols, meanings and the explanation of things. Bogdan(1972) specified that “the study of qualitative attempts to leave its mark theoretically and conceptually on the field of social science” and its notions(quality) is important in the face of natural things Dabbs(1982, p.32). For example, symbolic interaction is basically an umbrella through which various related orientation theories may be added and placed like quotations, newspapers, diaries, interviews. Thus, this study follows a qualitative method.

Figure of the Research model

H1: There is an impact of interpersonal conflict on student’s mindset

Research Design

In order to set a good research, firstly it is important to recognize the impact of interpersonal conflict on students’ mindset are categorized in two approaches: psychological approach and conflict management approach. Secondly, the elements affecting the academic students’ mindset has been acknowledged i.e. lack of encouragement, relationship bond (between the students and the lecturers). Thirdly, a questionnaire has been illustrated and handed to the EUL students, feedbacks which were received will decide upon the betterment of their relationships, emotions, motivations to get the tasks done etc. Finally, responses were collected, analyzed and the result was found. “Likert”5- point was applied and used as an instrument for measuring questionnaires.

1=strongly agree (5pts) 2=agree (4pts) 3=undecided (3pts) 4=disagree (2pts) 5=strongly disagree (1pt)

Data Type and Method of Collection

As specified earlier, there was only one research question to be answered in this study. In order to respond to this question, this study has benefitted significantly from primary including secondary resources. The classification of these resources (primary and secondary) were based on the question listed as follows:

“How does the interpersonal conflict have an impact on university student’s mindset (Case of EUL)”

Sampling

The total number of international students in the European University of Lefke is 2500 for the academic year 2018-19. As the target population was known, the following formula was used to determine the sample size (Kalıpsız, 1981; Akten, 2003, p. 119):

n= sample size

Z= trust coefficient

Q= 1−P

N= size of population (2500)

P= Probability of measured feature to be in population (determined as 95% in the study)

The study was conducted in November 2018 and 80 valid questionnaire were collected. This number is sufficient to achieve the minimum count for sampling.

DATA ANALYSIS AND DISCUSSION

Introduction

In this study work, the hypothesis will examine by explaining the independent variable (interpersonal conflict) and dependent variable (student’s mindset) as well as some of the factors in which one affects the other. There is an impact of interpersonal conflict on student’s mindset. All of the data have been gathered from the questionnaires, were presented and analyzed. The questionnaire which have taken place consisted of multiple questions of common demographics like gender, age, nationality, level of education. Moreover, it was designed to meet up with the information on the literature review accordingly, including the relationship between the lecturers and the students, certain conflicts which may occur between the parties, student’s development/lecturer’s teaching development.

Data Analysis and presentation

Questionnaire data has been analyzed using the “SPSS software package” to reach a positive outcome for the research work, two types of analysis have been applied. A frequency test was conducted on section “A” questions which were referring to the demographical inquires. Part “B”, however, demonstrated the five-point Likert scale to gather information on the basis of questionnaire evaluation [1=strongly agree (5pts) 2=agree (4pts) 3=undecided (3pts) 4=disagree (2pts) 5=strongly disagree (1pt)].On the other hand, another types of analysis (sample t-test to get the reliable results, while the reliability test “Cronbach’s alpha” was also tested to assess the questionnaire’s reliability.

Frequency Test

The frequency test for section “A” can be found on table 1 to 11. Each table illustrates results for various questions under section “A”.

Table 1: Frequency test results for gender

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Male	53	66.3	66.3	66.3
	Female	27	33.8	33.8	100.0
	Total	80	100.0	100.0

Total percentage for the males participated were 66.3%, while the females’ were just 33.8 %.

Table 2: Frequency test results for age

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	18.00	2	2.5	2.5	2.5
	19.00	8	10.0	10.0	12.5
	20.00	13	16.3	16.3	28.8
	21.00	12	15.0	15.0	43.8
	22.00	14	17.5	17.5	61.3
	23.00	9	11.3	11.3	72.5
	24.00	5	6.3	6.3	78.8
	25.00	3	3.8	3.8	82.5
	26.00	5	6.3	6.3	88.8
	27.00	3	3.8	3.8	92.5
	28.00	3	3.8	3.8	96.3
	29.00	1	1.3	1.3	97.5
	32.00	2	2.5	2.5	100.0
	Total	80	100.0	100.0

The overall age average was 22 years of age which amounted to 17.5%, followed by 23 years that was 11.3% and so on.

Table3: Frequency test results for education

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Undergraduate	71	88.8	88.8	88.8
	Graduate	1	1.3	1.3	90.0
	Masters	5	6.3	6.3	96.3
	PHD	3	3.8	3.8	100.0
	Total	80	100.0	100.0

In the above table, it shows undergraduate students had the highest number of respondents by 88.8% followed by masters’.

Table 4: Question no.1 I think lecturers should involve the students by placing regular reminders about the unexpected quizzes or during sessions of brainstorm (getting students involved).

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Strongly Disagree	3	3.8	3.8	3.8
	Disagree	4	5.0	5.0	8.8
	Undecided	8	10.0	10.0	18.8
	Agree	28	35.0	35.0	53.8
	Strongly Agree	37	46.3	46.3	100.0
	Total	80	100.0	100.0

Table 5: Question no.2 I think that close interaction between the lecturers and the students helps in:

Better understanding
Shifting from the “dysfunctional conflict to the functional conflict”

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Strongly Disagree	1	1.3	1.3	1.3
	Disagree	4	5.0	5.0	6.3
	Undecided	3	3.8	3.8	10.0
	Agree	27	33.8	33.8	43.8
	Strongly Agree	45	56.3	56.3	100.0
	Total	80	100.0	100.0

Table6: Question no.3 I think most of the conflict which arises between the students and the lecturers are due to:

Evaluation of the exams ( exams grading)
Misunderstanding

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Strongly Disagree	4	5.0	5.0	5.0
	Disagree	14	17.5	17.5	22.5
	Undecided	27	33.8	33.8	56.3
	Agree	23	28.8	28.8	85.0
	Strongly Agree	12	15.0	15.0	100.0
	Total	80	100.0	100.0

Table 7: Question no.4 I think that lack of communication between the students and the lecturers often creates conflict among the parties.

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Strongly Disagree	1	1.3	1.3	1.3
	Disagree	11	13.8	13.8	15.0
	Undecided	22	27.5	27.5	42.5
	Agree	26	32.5	32.5	75.0
	Strongly Agree	20	25.0	25.0	100.0
	Total	80	100.0	100.0

Table 8: Question no.5 I think that sometimes “conflict is lifted with the lecturer’s teaching methods or way of teaching style”.

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Strongly Disagree	5	6.3	6.3	6.3
	Disagree	4	5.0	5.0	11.3
	Undecided	15	18.8	18.8	30.0
	Agree	31	38.8	38.8	68.8
	Strongly Agree	25	31.3	31.3	100.0
	Total	80	100.0	100.0

Table 9: Question no.6 Addressing the students in public(outside of the classroom) by casual interaction, giving out motivational wording

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Strongly Disagree	1	1.3	1.3	1.3
	Disagree	6	7.5	7.5	8.8
	Undecided	20	25.0	25.0	33.8
	Agree	32	40.0	40.0	73.8
	Strongly Agree	21	26.3	26.3	100.0
	Total	80	100.0	100.0

Table 10: Question no.7 Concentrate on the motive, feeling, and emotion of the students.

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Disagree	9	11.3	11.3	11.3
	Undecided	18	22.5	22.5	33.8
	Agree	35	43.8	43.8	77.5
	Strongly Agree	18	22.5	22.5	100.0
	Total	80	100.0	100.0

Table 11: Question no.8 Involving the student by:

Solving a particular practical question, practice problem or life puzzling situation
Elaborating the conversation based on a case study.

		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	Strongly Disagree	4	5.0	5.0	5.0
	Disagree	2	2.5	2.5	7.5
	Undecided	8	10.0	10.0	17.5
	Agree	29	36.3	36.3	53.8
	Strongly Agree	37	46.3	46.3	100.0
	Total	80	100.0	100.0

Reliability Test (Cronbach’s Alpha)

In this part “B”, a reliability test of Cronbach’s Alpha was carried out to identify the reliability (internally) of the study. Table 12 demonstrates the test’s result. Moreover, (Tavakol & Dennick, 2011) stated that “Cronbach’s Alpha utilizes the following results to decide upon the internal reliability of the research work”:

α ≥ 0.9 Excellent

0.9 ≥ α ≥ 0.8 Good

0.8 ≥ α ≥ 0.7 Acceptable

0.7 ≥ α ≥ 0.6 Questionable

0.6 ≥ α ≥ 0.5 Poor

0.5 ≥ α Unacceptable

Table 12: Reliability Statistics

Cronbach’s Alpha	N of Items
.549	8

Based on the above answer which was 0.549, it clearly indicates that the test result is poor.

CONCLUSION

In this study, the collection of data analysis (questionnaire) from respondents clearly demonstrated the significance of the interpersonal conflict between the students and lecturers within the University. With the help of “frequency analysis”, the test results show that most of the people appeared to agree on most of the questions as opposed to question number 3 which was “undecided” and the number of feedbacks received from the overall survey consisted of 53 males which were considerably higher in comparison to females (27 responses). Furthermore, the findings of this research was aimed to bring positive awareness, understanding of one’s viewpoint and how to handle conflicts in an suitable behavior which may not cause any harm whether it’s within the company, workforce, or even in an educational institution. Management of interpersonal conflict can heavily contribute for elevating the “student’s psychological health level”, which are the fundamentals of students to understand correctly and deal with interpersonal conflict in an applicable manner. Whatever the type of conflicts that may arise, it needs to be handled with care and compassion by analyzing the nature of conflict (causes of conflicts, listening and verifying both side opinions) with a dialectical view for example counselling and guidance with the aim of maintaining an effective communication between the parties and reaching a positive outcome. By unifying psychological theories and conflict management theories, it helps to get plans organized, decisions being implemented, comprehending various opinions with better understanding and an encouragement to goal attainment and success.

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Appendix: Questionnaire

Research Topic: Impact of interpersonal conflict on university student’s mindset

Name:

Gender:

Male
Female

Age:

Nationality:

Education status:

Primary School
High School
Undergraduate
Graduate
Masters
PHD

Questionnaire

Questions	StronglyAgree\|	Agree\|	Undecided\|	Disagree\|	StronglyDisagree
Q1. I think lecturers should involve the students by placing regular reminders about the unexpected quizzes or during sessions of brainstorm (getting students involved)
Q2. I think that close interaction between the lecturers and the students helps in: a) Better understanding b) Shifting from the “dysfunctional conflict to the functional conflict”
Q3. I think most of the conflict which arises between the students and the lecturers are due to: Evaluation of the exams ( exams grading)Misunderstanding
Q4. I think that lack of communication between the students and the lecturers often creates conflict among the parties
Q5. I think that sometimes “conflict is lifted with the lecturer’s teaching methods or way of teaching style”
Q6. Addressing the students in public(outside of the classroom) by casual interaction, giving out motivational wording
Q7. Concentrate on the motive, feeling and emotion of the students.
Q8. Involving the student by: a) Solving a particular practical question, practice problem or life puzzling situation b) Elaborating the conversation based on a case study

Impact of interpersonal conflict on university students’ mindset