Conflict Resolution

2003 ◽  
Vol 24 (6) ◽  
pp. 715-736 ◽  
Author(s):  
Corinna Jenkins Tucker ◽  
Susan M. Mchale ◽  
Ann C. Crouter
Keyword(s):  
Conflict Resolution ◽  
Family Relationships ◽  
Family Members ◽  
Direct Role ◽  
Conflict Resolution Strategies ◽  
Personal Qualities ◽  
Similarities And Differences ◽  
The Relationship ◽  
Moderating Role

This study examined (a) sex differences in adolescents' conflict resolution with mothers, fathers, and siblings; (b) how adolescents' personal qualities and the nature of their family relationships relate to effective conflict resolution with family members; and (c) the direct role of conflict resolution in adolescents' adjustment and the moderating role of conflict resolution in the relationship between conflict with family members and adolescents' adjustment. Participants were 92 girls and 93 boys (mean age = 14.5 years) and their parents and siblings. Findings indicated that girls and boys used less effective conflict resolution strategies with siblings than with mothers or fathers and that adolescents' personal qualities were linked with effective conflict resolution. Effective conflict resolution was generally linked to better adjustment. Evidence for the role of conflict resolution effectiveness as a moderator was limited. Findings are discussed in terms of similarities and differences in adolescents' relationships with mothers, fathers, and siblings.

Conflict Resolution Strategies and Organizational Citizenship Behavior: The Moderating Role of Trait Emotional Intelligence

2010 ◽  
Vol 38 (1) ◽  
pp. 75-86 ◽  
Author(s):  
Samuel O. Salami
Keyword(s):  
Conflict Resolution ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Citizenship Behavior ◽  
Trait Emotional Intelligence ◽  
Conflict Resolution Strategies ◽  
The Relationship ◽  
Moderating Role ◽  
Resolution Strategies

The relationship between conflict resolution strategies and organizational citizenship behavior (OCB) and the moderating role of trait Emotional Intelligence (EI) were investigated. Participants were 320 public servants (male = 180, female = 140) randomly selected from 5 states in southwestern Nigeria. Measures of trait EI, OCB, and conflict resolution strategies were administered to the respondents, and multiple regression was used to analyze the data collected. The results indicate that forcing and withdrawing strategies negatively and significantly predicted OCB. Confronting, compromising, and smoothing strategies significantly predicted OCB. Trait EI moderated the relationship between OCB and forcing and withdrawing strategies. It was recommended that counseling and organizational psychologists should design trait EI education and training in conflict resolution for both subordinates and superiors in work organizations.

scholarly journals Conflict Resolution Strategies and Workplace Frustration and Organizational Citizenship Behavior: The Moderating Role of Emotional Intelligence

2020 ◽  
Vol 4 (1) ◽  
pp. 233
Author(s):  
Aimen Mairaj ◽  
Danish Ahmed Siddiqui
Keyword(s):  
Emotional Intelligence ◽  
Conflict Resolution ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Citizenship Behavior ◽  
Equation Modeling ◽  
Conflict Resolution Strategies ◽  
Moderating Role ◽  
Resolution Strategies

The purpose of this research is to determine the relationship between conflict resolution strategies (accommodating, avoiding, compromising, collaborating, and competing) with workplace frustration and organizational citizenship behavior (OCB) with the moderating role of trait emotional intelligence (EI) on their relations. Data was collected through a close-ended questionnaire from 298 employees (male = 197, female =101) working at different private organizations of the manufacturing and service industry within the city of Karachi. The data were analyzed using confirmatory factor analysis and structured equation modeling. The results indicated that accommodating and avoiding strategies don’t seem to have any effect on both frustration and OCB. Accommodating seems positively and significantly affect both. Compromising significantly and positively affect OCB, however, dominating is affecting frustration. Emotional Intelligence also seems to influences both OCB and frustration. EI also complements accommodating and collaboration strategies with workplace frustration. This study is first of its kind in the local context in private sectors and paves the way for further research in the public sector.

scholarly journals The Temporal Evolution of Proactiveness in Family Firms

2013 ◽  
Vol 27 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Alfredo De Massis ◽  
Francesco Chirico ◽  
Josip Kotlar ◽  
Lucia Naldi
Keyword(s):  
Family Firms ◽  
Temporal Evolution ◽  
Family Members ◽  
Firm Age ◽  
Managerial Control ◽  
Contingency Perspective ◽  
The Family ◽  
The Relationship ◽  
Moderating Role

We extend prior work on proactiveness in family firms by examining the relationship between firm age and proactiveness. Specifically, we propose an S-shaped effect of aging of family firms on proactiveness. Additionally, we provide a contingency perspective by considering the moderating role of the dispersion of managerial control among family members. Using a sample of Swiss family firms, we find that proactiveness first declines, then increases, and finally decreases again as the family firm ages, and that this relationship is steeper when the managerial control is dispersed among multiple family members.

THE RESOLUTION OF CONFLICT BETWEEN TEACHER AND STUDENT: TEACHERS’ NARRATIVES

2018 ◽  
Vol 3 ◽  
pp. 235-245 ◽  
Author(s):  
Grazina Ciuladiene ◽  
Brigita Kairiene
Keyword(s):  
Conflict Resolution ◽  
Student Teachers ◽  
Work Experience ◽  
Educational Process ◽  
Case Study Method ◽  
Teacher Student ◽  
Conflict Resolution Strategies ◽  
The Relationship

The significant thing for teachers is to settle conflicts with students correctly and effectively without disrupting educational process and damaging the relationship. Dispite teacher-student conflicts are unevitable, and important consequences arise there from, teacher-student conflicts remain poorly studied. The present study aims to examine the strategies teachers use to resolve teacher-student conflicts. To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents – teachers - were asked to recall a conflict occurring between them and a student during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 31 teachers. Their average age was 43, 6 years. By gender there were 2 males and 29 females; work experience was from 2 till 35 years.An analysis of the cases enabled to distinguish two groups of teachers’ reactions to the conflicts. One of them is focus on communication with student on the issue and discovering of the reasons of his / her behaviour. Resolving conflict in a cooperative way involves teacher’s endeavours to perceive accurately student’s positions and motivation, recognise the legitimacy of each other’s interests, and search for a solution accommodating the needs of both sides. The second group of teachers’ reactions to the conflicts manifests itself by the lack of the reflection of the motives and causes of the student’s inappropriate behaviour. Thus, recorded conflicts are considered as non cooperative (destructive) ones.This study give insight into the role of teacher in relation to conflict resolution with student. Findings of the study emphasize the need for teachers to critically determine meaningful conflict resolution strategies.

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