The Effect of Self-Regulated Learning on Conflict Resolution Styles in Guidance School Students

Abstract

The aim of this research was to study the effect of self-regulated learning on conflict resolution styles in guidance school students. For this purpose, 240 students (boys & girls) in guidance school were selected by multi–stage cluster sampling. Two questionnaires were used in this study including Bufard Self–Regulation questionnaire and rahim organizational conflict inventory –II (ROCI-II(. The collected data were analyzed using Pearson correlation and multiple regression statistical tests. The results showed that self-regulation of cognitive and metacognitive strategies have a significant effect on the styles of conflict resolution, but motivational self-regulation strategy on conflict-solving styles had no significant effect. Also the self-regulated learning strategies have a significant effect on the Collaborating style but self-regulated learning strategies do not have a significant effect on other conflict resolution styles (avoiding & obliging & compromising & dominating). It is concluded that self-regulated learning, constructive conflict resolution style is the best predictor. For this purpose, through educational institutions to educate and promote self-regulated learning basic movement and should be taken seriously.

Keywords

• self-regulated learning
• conflict resolution styles
• Students
• guidance school
• effect