Features of conflict competence among psychology students with different levels of psychological well-being

Fomina L.

doi:10.14529/jpps240206

L. A. Fomina Irkutsk State University (2, Chkalov st., Irkutsk, 664025, Russia) https://orcid.org/0009-0000-0430-5889 luboffomina@mail.ru

DOI: https://doi.org/10.14529/jpps240206

Keywords: conflict competence, components of conflict competence, psychological well-being, psychology student, psychological education, conflict resolution skills, conflict management strategies

Abstract

Introduction: The contemporary landscape of higher psychological education lacks a focused approach towards enhancing the conflict resolution skills and psychological well-being of students, despite these attributes being crucial for aspiring psychologists and frequently underdeveloped upon graduation. Aims: this study aims to identify the features of conflict resolution among psychology students with different levels of psychological well-being. Materials and methods: The research involved a sample of 360 students enrolled in psychological programs across three universities within the Russian Federation. Seven psychodiagnostic methods were employed, including A.I. Tashcheva’s “Methodology for studying interpersonal perception in a conflict situation”, E.E. Tunik’s “Diagnostics of personal creativity”, E.P. Ilyin and P.A. Kovalev’s “Personal aggressiveness and conflict”, V. V. Boyko’s method for detecting obstacles in establishing emotional contacts, A.V. Karpov’s measure of personal reflexivity, the Thomas-Kilmann Conflict Mode Instrument, and the Ryff’s Psychological Well-Being Scale. Results: It was observed that students exhibiting lower psychological well-being demonstrated a higher prevalence of negative conflict resolution traits such as a negative perception of conflicts, low curiosity, risk avoidance, proneness to conflict, short temper, touchiness, and suspicion. These individuals displayed a reduced capacity for emotional effectiveness in conflict, attributed to more obstacles in establishing emotional contacts. Conversely, psychology students with high levels of psychological well-being exhibited greater reflexivity and used more constructive conflict management strategies. Conclusion: The study underscores a direct correlation between psychological well-being and the components of conflict resolution skills among psychology students. Specifically, students with better psychological well-being tend to perceive conflicts more adequately, demonstrate creativity in conflict interactions, maintain an adequate level of aggressiveness, experience fewer conflicts, favor competitive and cooperative behaviors over avoidance, and engage in deeper reflexivity regarding their behaviors and those of others.

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Author Biography

L. A. Fomina , Irkutsk State University (2, Chkalov st., Irkutsk, 664025, Russia)

Postgraduate Student, Faculty of Psychology

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