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

Min Chih Miao; Ching Ting Tien; Huo Tsan Chang; Yu Yuan Ko

doi:10.2224/sbp.2010.38.2.169

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

Min Chih Miao, Ching Ting Tien, Huo Tsan Chang, Yu Yuan Ko

Graduate Institute of Human Resource Management

Research output: Contribution to journal › Article › peer-review

10 Citations (Scopus)

Abstract

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.

Original language	English
Pages (from-to)	169-186
Number of pages	18
Journal	Social Behavior and Personality
Volume	38
Issue number	2
DOIs	https://doi.org/10.2224/sbp.2010.38.2.169
Publication status	Published - 2010

All Science Journal Classification (ASJC) codes

Social Psychology

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