A Final Year project on “Interpersonal conflict depends on us, but it is entirely our responsibility and the decision to better our relations among ourselves and others” is submitted by Usama Zeid Bashir Salim (from the European University of Lefke) to Extrudesign.com
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 role of the interpersonal relationship 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). Furthermore, 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 qualitative (majority composed) and quantitative (extremely minor composed) processes were 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 behavior, 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 the 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 (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 occur everywhere and at any period of the day whether it is in university, firms etc. Since it a 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 the performance of the firm and their study is just as important”. Basically, this issue has brought up the question of 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
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 by 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
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 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.
The figure of the Research model
H1: There is an impact of interpersonal conflict on student’s mindset
Research Design
In order to set good research, firstly it is important to recognize the impact of interpersonal conflict on students’ mindsets are categorized in two approaches: the psychological approach and the 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 that 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- the 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) was 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
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.
References:
- [1] Richard L. Daft, Raymond A. Nnoitora, Yang Yu and et. Organizational behavior science .M. Beijing: Mechanical Industry Press, 2004, p.236
- [2] XiaoYan Zhou. J. China Education Technology, Vol. (23), 2008, p. 3-4.
- [3] YiChun Zhang, Yun Wan: Organizational Behavior. Beijing: Tsinghua University Press, (2006), p.183-184.
- [4] Fumin Fan, Xiang Zhang: Journal of China University of Mining and Technology, Vol.(3), 2003.
- [5] Han Rong Wang, JianFei Long and WangXu Lang: J. Economist. Vol.(2) ,2005.
- And more…
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 | Strongly Agree | Agree | Undecided | Disagree | strongly disagree |
| Q1. I think lecturers should involve the students by placing regular reminders about the unexpected quizzes or during sessions of a brainstorm (getting students involved) | |||||
| Q2. I think that 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 |
Credit: Final Year project on “Interpersonal conflict depends on us, but it is entirely our responsibility and the decision to better our relations among ourselves and others” is completed by Usama Zeid Bashir Salim from the European University of Lefke.
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