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THE COMMUNICATIONAL ASPECT OF PERSONAL CONFLICTOLOGICAL CULTURE OF ACADEMIC STAFF: A SAMPLING STUDY

THE COMMUNICATIONAL ASPECT OF PERSONAL CONFLICTOLOGICAL CULTURE OF ACADEMIC STAFF: A SAMPLING STUDY
Shcherbakova Olga, ph.d. of psychology, associate professor

Russian State Trade Economical University

Nickolay Maslow, professor, ph.d. of philosophy, full professor

Russian State Trade Economical University, Russia

Championship participant: the National Research Analytics Championship - "Russia";

УДК159.9.07

A psychological diagnostics of academic staff’s conflictological culture appears to be a valuable tool for reflecting mass social processes. An accidental sample of observation units, quantification of personal conflictological culture levels enabled to expose and analyze its tendencies; however, socio-biological as well as professional and cultural markers (i.e. gender, age, position and teaching experience) allowed to scale the changes in PCC structural components of the surveyed. In highly conflictogenic circumstances, socio-psychological factors override socio-cultural ones.

Keywords: personal psychology, personal conflictological culture, conflictological culture of thinking, conflictological culture of behavior, conflictological culture of feelings, conflictological culture of communication, sample, measurement.

 

Every element of sociocultural code manifested in mass psychology, communication, science, and personal self-consciousness has been affected by tectological processes of the technogene civilization. Personal existential psychology tends to suggest global tendencies. Being an eidetic mirror, personal conflictological culture reflects social determinations of globalism with its historic drama, “the concerto” of local civilizations. Social conflicts turned into the nucleus of sociocultural codification, with conflictological culture being indicative of the degree of subjectness and personal involvement into socio-historic transformations. That is why the level of conflictological culture of academic staff, who is a guide and an architect to reflect global and other sociocultural impacts on the socialized youth’ consciousness whose best representatives attend schools, and tendencies of its development are a subject matter of our study.

The array of surveying methods of such a study could be very wide; however, taking into account the tensity and acuteness of the current social dynamics, catalyzation of mass social movement, we preferred psychological aspects of communicational problems and psychological methodology. Specifically, diagnostic sampling and the procedure developed by Prof. O. Shcherbakova were used to study the development of academic staff’s conflictological culture.

The sampling covered 27 respondents in different academic institutions in Moscow acted as units of the empirical study. The sampling of observation units was random, it conformed objective conditions and the authors’ material resources. Material, social and professional, goal-oriented factors, particularly availability of observation units, respondents’ teaching experience at a higher school as well as their social diligence and interest in PCC diagnostics were an essential criterion of sampling frame. The researchers did not targeted at increasing representativeness of the sampling as this would have required considerably greater resource potential and extended time framework of the project. Quantification of personal conflictological culture levels according to sociobiological as well as professional and cultural indicators was one of the tasks when analyzing the study results. The volume and gender and age structure of the sample are given in Table 1.

Table 1.

Sampling (gender and age structure, number of respondents)

Gender

Qty.

Age, years old

21-30

31-50

> 50

Male

11

4

3

4

Female

16

6

3

7

Sum

27

10

6

11

The researchers pointed out two indicators that steadily reflected the whole of respondents’ world-view, psychological and competence features within the sample among professional and cultural determinants of personal conflictological culture. Firstly, it is academic staff’s teaching experience; their position is the second one. This enabled to use the scale relevant to the sample.

The sample structure according to a person’s professional characteristics (i.e. teaching experience and position) is given in Table 2.

Table 2.

Sampling (professional structure), number of respondents

Position

Qty.

Teaching experience,

years old

<10

11-30

> 30

lecturer

12

11

1

0

associate professor

8

1

3

4

professor

7

0

3

4

Sum

27

12

7

8

The sampling study was conducted on Prof. O.I. Shsherbakova’s test that reflects all main Personal conflictological culture components (PCC): conflictological culture of communication (CCC), conflictological culture of thinking (CCT), conflictological culture of feelings (CCF) and conflictological culture of behavior (CCB).

As the diagnostics indicated, none of 27 respondents did not display a high-formed comprehensive personal conflictological culture. However, low level of PCC was prevalent due to uneven development of different PCC components. Respondents were more likely to have a low level of just one PCC component accompanied by an average or high level of other components. Overall, 10 respondents displayed an average level of PCC.

The change in the level of main PCC components in a wide range of the measuring scale is evidence of the irregular and contradictory process of forming personal conflictological culture. The measurement exposed maximal variation of CCF from 4 to 19 and high variation of CCC from 5 to 18, CCB from 7 to 20, and CCT from 9 to 20.

The variation in the development of PCC components in the sample was more likely to be influenced by sociobiological factors, particularly gender-based ones. Thus, female respondents displayed a more evident change in the level of the development of PCC components, while male respondents showed the same less evidently.

In whole, the highest in the sample (amounted to 81%) was the percentage of high and average CCB levels, while minimal aggregate value of high and average levels PCC components (amounted to 70%) was proper to CCF. CCC development was similar to it, as 26% of respondents showed it at a low level. In average, male respondents displayed more well-formed PCC components as females, notably smaller percentage of males showed a low level of PCC components: 18% had a low level of CCF and only 9% – a low level of CCC, CCT and CCB; while females had the proportion of the same components amounted to 38, 31 and 25%. Meanwhile, the highest CCT level of 25% was displayed by women against 9% showed by men.

The analysis of percentages with high, average and low levels of PCC components according to respondents’ age did not reveal any linear tendency. The variability in CCC was especially discrepant: half of respondents displayed a low CCC level at the highly productive age of 31 to 50 from the biophysiological point of view, while CCB and CCT levels were low in only 17% of cases. However, the same age group displayed the largest proportion of respondents with a high CCF level – 34%, that is half as much as the proportion of respondents with a high CCT and CCF level in the group aged 21 to 30. Though, the youngest respondents revealed the least proportion of individuals with low CCF, CCB and CCC levels – 10, 10 and 20%, respectively. The eldest age group did not reveal respondents with a high CCF level, that corresponds with the tendency of age-related psychosensitive organization of human interaction with the environment.

The variety of contradictions was revealed when analyzing the dependence of the development of PCC components on respondents’ position. The percentage of respondents with a low level of three out of four PCC components was the largest among professors participating in the random study: 43 against 38, and 25% among associate professors (CCF) and lecturers (CCT). It can possibly be explained by the fact that the duties imposed on academic staff during the economic crisis prevent professors with an academic degree and rank from any productive use of their experience and personality. The diagnostics revealed that the percentage of respondents with a high level of CCT development was the most sizeable among professors. The disproportions caused by lacking or low productive use of personal potential by scientists andscholars in the Russian higher vocational education can be observed in the development of PCC components also in the proportion of the sample consisted of associate professors where the part of respondents with a low level of three out of four PCC components is larger than that degree and rank off lecturers. The model of academic organization of main professional groups in higher vocational education itself possibly occurs to encourage conflictogenity in the process of their activity.

Similar trends adverse concerning conflictogenity in higher education were revealed when analyzing the level of PCC development depending on respondents’ teaching experience . Thus, none of the interviewees among the staff with teaching experience of over 30 years possessed a high level of three out of four PCC components except CC of thinking. At the same time, the percentage of professors with the experience of over 30 years having high level of CCT development amounts to 25% of respondents that is larger than the same of newcomers or lecturers with the experience of 11 to 30 years (14%). The percentage of respondents with a low level of all PCC components was the largest among respondents with an average teaching experience (43% each – CCT and CCC, 57% – CCF and 29% – CCB). At the same time, the same group of lecturers displayed the largest proportion of respondents with a high CCB level – 28%, which is better than specific indicators on all PCC components in all groups in the research. This goes to prove that certain social and cultural contradictions are being formed in the society and tend to have a decisive conflictogenic influence on professional academic educational community.

However, in view of above mentioned contradictions, the percentage of respondents with a low PCC level has tripled among professors, which is at variance with a general distribution of proportions in the sample. The trend showing the dependence of PCC level on respondents’ teaching experience was the same.

Thus, the function of the change in such PCC components as CCF and CCT depending both on age and teaching experience varies along a trend close to a straight line, with decaying fluctuations in indicators evident for respondents while gaining social and professional experience (see Chart 1).

Chart 1. The dynamics of PCC components depending on age and teaching experience

The both on age and academic experience function of the change in CCB varies along a gently sloping uptrend close to a straight line, and the same functional trend for CCC is slowly descending. The correlation between respondents’ age and teaching experience as determinants of the formation and development of PCC components among male (Chart 3) and female (Chart 2) respondents tends to remain the same. Chart 2 shows CCT indicators varying along a gently sloping uptrend. The trend of another three PCC components fluctuations tends from a horizontal to very slowly degressive line. Chart 3 shows CCB and CCT indicators varying around a gently sloping downtrend. Thus, negative social influences provoking conflictogenity in an educational environment are partially offset by biopsychological factors.

This emphasizes continued importance of a psychological microclimate, psychological factors of personal activity and creativity at a higher school.

Chart 2. The dynamics of PCC components depending on age and academic experience of female respondents

Chart 3. The dynamics of PCC components depending on age and academic experience of male respondents

Finally, in order to show up a clear trend of functional changes in PCC components, average measurements according to chosen indicators and criteria of the whole coverage of the research were analyzed. The mean values of PCC components are given in Table 3.

Table 3. Mean values of the changes in the study population

Age, y.o./

Sex

Staff experience, y.o. / Position

CCT

CCF

CCB

CCC

 

< 10

14,58

14,92

14,00

14,08

11-30

12,71

11,14

14,14

13,43

> 30

14,75

13,75

13,00

12,63

Lecturer

14,08

14,58

14,58

14,00

Ass.Professor

13,75

12,50

13,13

13,63

Professor

14,71

13,14

13,00

12,43

21-30

 

14,10

14,30

14,20

14,50

31-50

14,83

13,17

13,67

12,00

>50

13,82

13,18

13,36

13,36

F

14,38

12,88

12,94

12,94

M

13,82

14,64

14,91

14,27

 

Mesial trends of changes in PCC components correlating with respondents’ ageare unfavourable but maximum clear. In this case the trends of all main PCC components are descending. This is apparently connected with the impact of age crises in an individual social and psychological organization on PCC. Though, there is only one slow descending trend in indicators – namely in changes of CCT. Three other trends are obviously descending. The CCC correlation is so monosemantic that it performs itself a linear degressive trend. Herein, unlikely the previous correlation, there is one slow uptrend scilicet of CCT mean values.

Male respondents displayed significantly higher indicators of most PCC components except CCT. This proves rising gender factors in present-day education as a whole and in the formation of a lecturer’s conflictological culture in particular. Though, such importance cannot be reduced to feminism as it is often shown by mass media and noisy propaganda of postindustrial consumer society. The linear function of CCT dynamics is sharply opposing to three others. Unfortunately various conflictogens preventing any person from intellectual-oriented conflictological development have been infiltrated into Russian social culture from the West.

The potential of psychological means of influencing conflictological culture, its formation, the development of its components by academic staff at a higher school cannot be narrowed down by other methods and techniques. The reduction of psychological factors towards formalized competency-based techniques of personality formation, administrative, scientific and other determinants that are important alone but not self-sufficient, self-contained in order to be significant – all these adversely affects personal conflictological culture of a lecturer, which may result in exceptionally devastating consequences in the context of the global communicative process.

 

References:

  • 1. Щербакова О.И. Психология конфликтологической культуры личности специалиста: формирование в контекстной образовательной среде. Дисс. на соискание ученой степени доктора психологических наук. Специальность 19.00.07 – педагогическая психология. – М.: МГГУ им. М.А. Шолохова, 2011. – 395 с.
  • 2. Щербакова О.И. Развитие конфликтологической культуры личности специалиста в образовательной среде контекстного типа // Научные проблемы гуманитарных исследований. Вып. 8, 2010. – С.207 -217.
  • 3. Щербакова О.И. Условия и методика развития конфликтологической культуры специалиста // Управление корпоративной культурой. №4. 2009. – С.290-301.
  • 4. Щербакова, О.И. Формирование и развитие понятия «конфликтологическая культура личности» в теории и практике современной конфликтологии / О. И. Щербакова // Проблемы современного образования. – 2010. – № 2. – С.78–83.
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Comments: 10

Smirnov Eugeny

Уважаемые авторы! Качественное и научное начало исследования. Хотелось бы увидеть результаты и их обоснование, выводы, а также список литературы немного удручает, ведь классиков в этом направлении вполне достаточно. успехов.

Shcherbakova Olga Ivanovna

Уважаемый автор. Спасибо за то, что ознакомились с нашей статьей и отметили ее достоинства и недостатки. Хотелось бы прокомментировать Ваши пожелания. По поводу списка литературы: цель нашего исследования заключалась в получении конкретных результатов собственной методики, которая, как указано в статье, принадлежит лично мне. Содержание методики, ее обоснование и примеры использования раскрыты в указанных работах. Доклад носит именно прикладной характер. В работе имеются как гипотеза, так и выводы по конкретным компонентам конфликтологической культуры личности и их динамике в профессиональной практике специалистов разных профессиональных групп. К сожалению, компактный объем доклада не позволяет описать все этапы исследования и интерпретацию его результатов, что требует иного формата публикации. Благодарим за объективный отзыв!

Moskalyuk Victoriya

Интересно, актуально. Успехов авторам!

Shcherbakova Olga Ivanovna

Уважаемая Виктория Юрьевна! Спасибо за Вашу оценку и пожелание! Авторы статьи.

Bekuzarova Natalia

Спасибо, коллеги, за интересный доклад!

Shcherbakova Olga Ivanovna

Уважаемая Наталья Владимировна! Благодарим за проявленный Вами интерес к нашей статье! Успехов Вам в научной деятельности! С уважением, авторы.

Dolgova Valentina Ivanovna

Уважаемые Авторы! Благодарю Вас за интересный и качественный доклад и приглашаю выступить на отраслевом Конгрессе МАНВО. Участие бесплатное. Сертификат (или диплом) Лондона, Великобритания: gisap.eu - rus - перейти на сайт - проекты - научные конгрессы - 15 сентября - 15 октября (проблемы формирования эмоциональной устойчивости личности). Пройти регистрацию. Разместить выступление (без аннотации, ключевых слов и списка литературы).​ С уважением и наилучшими пожеланиями, куратор отраслевого Конгресса МАНВО, профессор Валентина Долгова.

Shcherbakova Olga Ivanovna

Уважаемая Валентина Ивановна! Большое спасибо за Вашу высокую оценку нашего доклада и за приглашение выступить на конгрессе МАНВО. Мы пытались открыть на сайте проекты\ действующие конгрессы, но не смогли найти ссылку на форму регистрации. По указанной Вами ссылке находим только форум. Очень сожалеем о том, что не можем разобраться со структурой сайта. Надеемся на возможность отправить материал другим способом. Еще раз спасибо за Ваши пожелания, нам было очень приятно их услышать. С уважением, авторы доклада!

Pogontseva Daria

Thank you for your interesting work!

Shcherbakova Olga Ivanovna

Уважаемая Дарья Викторовна! Спасибо за Ваше благожелательное отношение и проявленное внимание! С уважением, авторы.
Comments: 10

Smirnov Eugeny

Уважаемые авторы! Качественное и научное начало исследования. Хотелось бы увидеть результаты и их обоснование, выводы, а также список литературы немного удручает, ведь классиков в этом направлении вполне достаточно. успехов.

Shcherbakova Olga Ivanovna

Уважаемый автор. Спасибо за то, что ознакомились с нашей статьей и отметили ее достоинства и недостатки. Хотелось бы прокомментировать Ваши пожелания. По поводу списка литературы: цель нашего исследования заключалась в получении конкретных результатов собственной методики, которая, как указано в статье, принадлежит лично мне. Содержание методики, ее обоснование и примеры использования раскрыты в указанных работах. Доклад носит именно прикладной характер. В работе имеются как гипотеза, так и выводы по конкретным компонентам конфликтологической культуры личности и их динамике в профессиональной практике специалистов разных профессиональных групп. К сожалению, компактный объем доклада не позволяет описать все этапы исследования и интерпретацию его результатов, что требует иного формата публикации. Благодарим за объективный отзыв!

Moskalyuk Victoriya

Интересно, актуально. Успехов авторам!

Shcherbakova Olga Ivanovna

Уважаемая Виктория Юрьевна! Спасибо за Вашу оценку и пожелание! Авторы статьи.

Bekuzarova Natalia

Спасибо, коллеги, за интересный доклад!

Shcherbakova Olga Ivanovna

Уважаемая Наталья Владимировна! Благодарим за проявленный Вами интерес к нашей статье! Успехов Вам в научной деятельности! С уважением, авторы.

Dolgova Valentina Ivanovna

Уважаемые Авторы! Благодарю Вас за интересный и качественный доклад и приглашаю выступить на отраслевом Конгрессе МАНВО. Участие бесплатное. Сертификат (или диплом) Лондона, Великобритания: gisap.eu - rus - перейти на сайт - проекты - научные конгрессы - 15 сентября - 15 октября (проблемы формирования эмоциональной устойчивости личности). Пройти регистрацию. Разместить выступление (без аннотации, ключевых слов и списка литературы).​ С уважением и наилучшими пожеланиями, куратор отраслевого Конгресса МАНВО, профессор Валентина Долгова.

Shcherbakova Olga Ivanovna

Уважаемая Валентина Ивановна! Большое спасибо за Вашу высокую оценку нашего доклада и за приглашение выступить на конгрессе МАНВО. Мы пытались открыть на сайте проекты\ действующие конгрессы, но не смогли найти ссылку на форму регистрации. По указанной Вами ссылке находим только форум. Очень сожалеем о том, что не можем разобраться со структурой сайта. Надеемся на возможность отправить материал другим способом. Еще раз спасибо за Ваши пожелания, нам было очень приятно их услышать. С уважением, авторы доклада!

Pogontseva Daria

Thank you for your interesting work!

Shcherbakova Olga Ivanovna

Уважаемая Дарья Викторовна! Спасибо за Ваше благожелательное отношение и проявленное внимание! С уважением, авторы.
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