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 | |
| Publication status | Published - 2010 Mar 11 |
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All Science Journal Classification (ASJC) codes
- Social Psychology
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The effect of dysfunctional conflict on learning performance : The role of cognitive style. / Miao, Min Chih; Tien, Ching Ting; Chang, Huo-Tsan; Ko, Yu Yuan.
In: Social Behavior and Personality, Vol. 38, No. 2, 11.03.2010, p. 169-186.Research output: Contribution to journal › Article
TY - JOUR
T1 - The effect of dysfunctional conflict on learning performance
T2 - The role of cognitive style
AU - Miao, Min Chih
AU - Tien, Ching Ting
AU - Chang, Huo-Tsan
AU - Ko, Yu Yuan
PY - 2010/3/11
Y1 - 2010/3/11
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=77649319452&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77649319452&partnerID=8YFLogxK
U2 - 10.2224/sbp.2010.38.2.169
DO - 10.2224/sbp.2010.38.2.169
M3 - Article
AN - SCOPUS:77649319452
VL - 38
SP - 169
EP - 186
JO - Social Behavior and Personality
JF - Social Behavior and Personality
SN - 0301-2212
IS - 2
ER -