Methods of conflict study in the system of education
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Автор:
Ростовцева, Марина Викторовна
Машанов, Александр Александрович
Коллективный автор:
Институт педагогики, психологии и социологии
Кафедра психологии развития и консультирования
Дата:
2020Журнал:
Journal of Siberian Federal University - Humanities and Social SciencesКвартиль журнала в Scopus:
Q3Библиографическое описание:
Ростовцева, Марина Викторовна. Methods of conflict study in the system of education [Текст] / Марина Викторовна Ростовцева, Александр Александрович Машанов // Journal of Siberian Federal University - Humanities and Social Sciences: Гуманитарные науки. — 2020. — Т. 13 (№ 2). — С. 208-218Аннотация:
Abstract. The article raises the problem of developing methods for studying conflicts
in the education system. The definition of conflict is given as a process that actualises
violations by the subjects of interaction of established norms, rules, laws, requirements
of a particular social environment. It is emphasised that today there are two main
methodological approaches to the study of conflicts: activity-oriented and personalityoriented. The activity-oriented paradigm considers conflicts from the point of view of
activity and development of the subjects of interaction and social environment. The
personality-oriented approach focuses on the importance of personal characteristics of the
interacting parties to resolve a conflict situation. The authors propose a comprehensive
approach based on the symbiosis of personality-oriented and activity-oriented paradigms,
which allows to take into account the main personal factors of subjects in the process of
deployment and resolution of conflicts at each stage of a conflict situation: characterological
peculiarities, self-esteem and intelligence, as well as behaviour strategies. An empirical
pilot study was conducted among students of Siberian Federal University in order to
determine leading personality features of an individual, which occupy the central place
in a conflict, regardless of its stage and determine their relationship with the level of
proneness to conflicts of a person.
The data obtained allowed us to come to preliminary conclusions that a low level of
proneness to conflicts is associated with such qualities as high intelligence, ability to
think outside the box, emotional stability, self-confidence and awareness of one’s own
capabilities. A high level of proneness to conflicts is due to the student’s inability or
unwillingness to understand and accept the individuality of other people, inability to
forgive others for their mistakes, low intelligence, emotional instability and anxiety.
The revealed relationships confirmed the effectiveness of using an integrated approach
to the study of conflicts, as well as the theoretical assumption of the mutual influence
of individual psychological characteristics and the level of proneness to conflicts of a
person. The results of the study will allow us to investigate the mechanisms of conflict
behaviour of learners, taking into account their individual psychological characteristics
at each stage of the development of a conflict situation, and therefore manage conflicts in
the education system.