EFFECTS OF CONFLICT RESOLUTION STRATEGIES ON STUDENTS’ EMPATHY: EVIDENCE FROM ACCOUNTING STUDENTS AT A PUBLIC UNIVERSITY IN BANGKOK, THAILAND
Bibliographic record
Abstract
The purpose of this current study was to examine effects of conflict resolution strategies on empathy. A total of 105 students in the four-year program in accounting was distributed a self-administrated questionnaire for data collection. A modified version of Toronto Empathy Questionnaire and an adjusted version of Conflict Management Styles Questionnaire were employed to measure empathy and conflict handling styles of accounting students. Using stepwise regression analyses, results indicated accommodating style and collaborating style were factors that had a positive influence on empathy of accounting students, which these two conflict handling styles explained 22.1% of variance to empathy among accounting students. This could be concluded that only high degree of cooperativeness in conflict management styles had positively significant effects on empathy among accounting students. All in all, the more accounting students employed accommodating and collaborating styles, they became more empathetic on another person.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".