RELATIONSHIP OF TEMPERAMENT AND BEHAVIORAL STRATEGIES IN A CONFLICT OF PSYCHOLOGIST STUDENTS
Victoria A Nalesnik
3rd year student of the faculty of psychology
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
The article examines the relationship between temperament and leading strategies of behavior in conflict among psychology students.
Key words: temperament, strategies of behavior in a conflict, conflict, conflict situations, students, psychology students.
You can do without the word "conflict" in life, but you cannot live without the occurrence of contradictions between people. Undoubtedly, there is not a person who has not once in his life encountered a conflict situation. They are simply inevitable in our lives, because they are a necessary condition of social development, and because it is impossible to eliminate all contradictions between people. Everyone strives to achieve their goals, often without paying attention to others, this generates tension and rivalry between people. This is what makes the topic of our study relevant.
The problem of conflicts in psychology has been considered by both domestic scientists: A.Y. Antsupov, I.S. Verenko, N.V. Grishina, O.N. Gromova, Y.G. Zaprudski, E.N. Zaprudski E.N., Stepanov, A.V. Filipov, and foreign ones: D. Dollard, L. Koeser, L. Krensberg, K. Thomas [1].
In the scientific works of these scientists from different sides are considered types and structure of conflicts, its dynamics and development, ways of resolution and the causes that cause the emergence of conflict situations, as well as strategies for behavior in the conflict.
The study of temperament is one of the most developed areas. I.P. Pavlov started complex studies in this field and then continued by V.D. Nebylytsyn, V.M. Rusalov, P.V. Simonov, B.M. Teplov, G. Eisenk, J. Strelyau and others [2].
In the works of these authors most fully described all the developments of psychophysiology and psychology, as well as highlighted the main types of temperament. Fairly detailed disclosure of the structure and features of external and internal manifestations of people with different types of temperament. A review of the literature showed that scientists pay more attention to the study of formation and development of temperament and conflict behavior in general, while the relationship of temperament and conflict behavior strategies are not sufficiently studied, which also makes this work relevant.
We hypothesize that there is a relationship between the properties of temperament and strategies of behavior in conflict, namely: students who use behavior strategies "Adaptation", "Cooperation", "Compromise" in conflict situations, are extroverts, showing high speed of operations, high switching and sociability.
As diagnostic material we used the following methods: questionnaire to determine the type of temperament (G. Eisenk); questionnaire of temperament structure (OST) V.M. Rusalov, questionnaire "Style of behavior in a conflict" (K. Thomas); test-questionnaire "Assessment of the level of conflict personality" V.I. Andreev.
The study was conducted on the basis of the Pedagogical Institute of the Belgorod State National Research University in Belgorod. Sixty 1-2 year students (30 boys and 30 girls) took part in the research.
Having studied temperament and its manifestations in psychology students, we found that the sample is dominated by the extroversion index 11.9 (average value).
It was found that on the lie scale (Mxlie=2) there is sincerity in the answers, indicating also the validity of the results. The "Extraversion" scale (Mxextraversion=11.9) indicates that respondents are inclined towards extraversion. Such students are sociable, have a wide range of acquaintances, need for contacts. They act under the influence of the moment, flashy, optimistic. Prefer movement and action, tend to be aggressive. Feelings and emotions are not strictly controlled, prone to risky actions.
The "Neuroticism" scale (Mxneuroticism=7.1) has a low level of expression, that is, these students are extremely stable, with good adaptation, not prone to rapid change of moods, not feeling anxious, anxious, depressed reactions, distracted attention, unstable in stressful situations.
Thus, students have a high level of sociability, they have a wide range of acquaintances, the need for contacts, as well as a low level of neuroticism, that is, these students are extremely stable, with good adaptability (sanguine).
Next, we studied the structure of temperament. The results are presented in Figure 1.
Figure 1. Expression of indicators of the structure of temperament of students (cfr.b., mah=12 b)
It was found that the scale "Control" (Mxcontrol=1.9) has a low level of expression, that is, we can say that these results are reliable. The scale "Ergability" (Mxergability=6.7) has an average level of expression. Subjects are selective in displays of activity, do not avoid strenuous work, but their own initiative in searching for areas of application of their abilities is not high enough. Can relatively long maintain ability to work, especially when personal interests are involved. After strenuous work, a fairly prolonged rest is required to regain strength and energy. The scales "Social Erginess" (Mxsocial erginess=5.7), "Plasticity" (Mxplasticity=5.4), "Social Plasticity" (MxsocialPlasticity=5.2), "Tempo" (MxTempo=5.5) have below average level of expression. Students are selective in establishing contacts, easily switch from one type of activity to another, have high speed of operations in the implementation of subject activities. Scales of "Social Tempo" (MxSocial Tempo=4.9), Emotionality (Mxemotionality=4.9), "Social Emotionality" (Mxsocialemotionality=5.7) are also below the average level of expression. Students have an average sensitivity to the discrepancy between intended and expected, emotionality in the communicative sphere.
Thus, students are selective in their activities, do not avoid strenuous work, but their own initiative in finding areas of application of their abilities is not high enough. They are able to work for a relatively long time, especially when personal interests are involved. After tiresome, monotonous work, a rather long rest is required to restore strength and energy.
Research of diagnostics of strategy of behavior in conflict situations. The results are presented in Figure 2.
Figure 2. Expression of indicators of students' behavior strategies in conflict situations (cfr.b., max=10 b)
As we can see in figure 2 students in conflict situations resort to the strategy "Cooperation" most often. The next most frequent choices are such strategies of behavior as "Adaptation" and "Compromise". Respondents in conflict situations seek to maintain or build a favorable relationship. The following indicators are less expressed: "Avoidance" and "Rivalry". Respondents tend not to take responsibility for decision making, do not see disagreements, deny conflict, consider it safe or seek to insist by openly fighting for their interests, taking a tough stance of irreconcilable antagonism in case of resistance.
Based on the results of statistical analysis on the indicators of temperament and behavior strategies in conflict situations, depending on gender, statistical differences were found for such indicators as "Neuroticism", "Social plasticity". Statistically significant difference was confirmed: boys are less stable, with poor adaptation, are prone to rapid change of moods than girls. And girls, in turn, are more selective in establishing contacts, easily switch from one type of activity to another than boys.
There is a statistically significant difference at a high level of significance p ≤ 0.01 in the indicator "Ergidity" (Ump=237.5). This suggests that young men are more selective in the manifestations of activity, do not avoid hard work, but their own initiative in finding areas of application of their abilities is not high enough than in girls. This may be due to gender specifics, as girls are more communicative and active by nature.
Thus, we can conclude that the sample has statistically significant differences in terms of "Neuroticism" (Ump=303.5), "Social plasticity" (Ump=296) at a significant level of significance p ≤ 0.05 and "Ergidity" (Ump=237.5) at a high level of significance p ≤ 0.01. Young men are less stable, with poor adaptation, are prone to rapid change of moods than girls. And girls, in turn, are more selective in establishing contacts, easily switch from one activity to another than boys.
As a result of the study, we can conclude: in general, the sample is dominated by indicators such as extraversion low level of neuroticism, sanguine type of personality temperament is more common among students. The following strategies of behavior in conflict situations are more expressed in the respondents: "Cooperation", "Compromise", "Adaptation".
The sample has statistically significant differences in "Neuroticism", "Social plasticity" at the p ≤ 0.05 level, and "Ergability" at the p ≤ 0.01 level. Young men are less stable, prone to rapid change of moods. And girls, more selective in establishing contacts, easily switch from one type of activity to another.
On the basis of the correlation analysis, we revealed positive relations at a reliable level of significance. Thus, the higher the speed of operations, high switchability and sociability (these features refer to the characteristics of extraversion), the more often the subjects in conflict situations resort to the following strategies of behavior: "Adaptation", "Cooperation", "Compromise". Thus, the hypothesis of our study is confirmed.
Based on the results of our study, we also developed recommendations for psychology students on constructive ways to behave in conflict situations.
How to resolve a conflict.
1. When resolving a conflict, try to distance yourself from hidden interests and personal ambitions. Remember that the best way to resolve a conflict situation is to consciously choose the behavioral strategy discussed in the psychological support session.
2. To resolve a conflict situation, you should focus on specific actions, the needs of the parties and the items in dispute, and try not to get too personal. It is also not worth discussing people's motivations or discovering personal motives in their behavior.
3. When a conflict situation arises, try to reach an agreement. Discuss and evaluate all suggestions. Then choose the most acceptable one, which should take into account the requirements of both parties, i.e. be a definite agreement.
4. Try to articulate the problem of the conflict immediately. Approach the conflict as a general problem to be solved. This will immediately define the spirit of cooperation. Both parties should speak about the situation: what they see as the conflict, what feelings it causes them, how each evaluates its contribution to the conflict situation.
5. In a conflict situation or in communicating with a difficult person, try to use only the approach that suits the specific situation and in which you could feel most comfortable.
6. To resolve a conflict, try to compromise, adjust to the needs of the other person; achieve your interests in another aspect; avoid discussing a conflict issue if it is not very important to you; use a cooperative style to satisfy the most important interests of both parties.
7. Try to see conflict as a problem waiting to be solved, rather than going away by itself. The best way to resolve conflict is to consciously choose a behavioral strategy.
8. Try to resolve the conflict. Remember that in working out the most successful conflict resolution agreement, there should be no one left hurt or left out.
9. When conflict arises, try to put yourself in the other person's shoes and imagine what you yourself would do or want to do in this case.
List of references
1. Antsupov, A.Ya. conflictology. Textbook for Universities / A.Y. Antsupov, A.I. Shipilov. – Saint-Petersburg, Peter, 2007. – 592 с.
2. Gippenreiter, J. B. Temperament, character, personality: problems and solutions / J.B. Gippenreiter, V.Ya. Romanova // Psychology of individual differences. – M.: Publishing house of Moscow State University. 2008. – 354 с.
3. Grishina N.V. Psychology of conflict / N.V. Grishina. – 2nd ed. revised and supplemented – Saint-Petersburg, etc.: Peter, 2009. – 538 с.
4. Demets, E.G. Interrelation of temperament features and behavior strategies of students in situations of interpersonal conflict / E. G. Demets, I. N. Meshcheryakova // Problems of modern pedagogical education. – 2018. – № 58-4. – 305-310 с.
