The effect of dysfunctional conflict on learning performance: The role of cognitive style

Min-Chih Miao1, Ching-Ting Tien2, Huo-Tsan Chang3, Yu-Yuan Ko3
1Chinese Culture University, Taiwan
2Chaoyang University of Technology, Taiwan
3National Changhua University of Education, Taiwan
Cite this article:  Miao, M., Tien, C., Chang, H., & Ko, Y. (2010). The effect of dysfunctional conflict on learning performance: The role of cognitive style. Social Behavior and Personality: An international journal, 38, 169-186.

Volume 38 Issue 2 | e1973 | Published: March 2010 | DOI: https://doi.org/10.2224/sbp.2010.38.2.169

Abstract
Full Text
References
Tables and Figures
Acknowledgements
Author Contact

The aim in this study was to determine if relationship conflict has a greater impact on learning performance than does process conflict. Inconsistent results in the relationship between dysfunctional conflict and learning performance have been found in past studies. The effects of dysfunctional conflict on learning performance in a Chinese cultural context, were explored with cognitive style as a moderator. Results show that the relationship between process conflict and learning performance is quadratic. Importantly, it was found that relationship conflict has a greater effect on learning performance than does process conflict. Cognitive style is a moderator in the relationship between process conflict and learning performance and under and analytical cognitive style, the relationship is U-shaped.

Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.