Conflict management styles assessment and feedback for student self-awareness and team development
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Teamwork skills are foundational for career success and student learning in group projects. One of the major challenges of teamwork involves managing conflict among team members. In the current research, we develop a conflict management styles (CMS) psychometric inventory that assesses students’ levels of the five styles of managing conflict based on the long-standing dual concern model: avoiding, accommodating, dominating, integrating, and compromising. Taking an educational approach, we embed the inventory in an automated web-based system that is freely accessible (www.ITPmetrics.com), and that provides students with developmental feedback upon survey completion. We present psychometric evidence for the new CMS instrument (Study 1), and develop, deploy, and qualitatively evaluate the utility of a workshop for debriefing the CMS results in student learning teams in a large engineering professional development course (Study 2). This second study finds that students reported various learning benefits and overall enjoyment of the experience, along with some suggestions for improvements. Based on this, we offer implications for engineering education, the scholarship of teaching and learning, conflict theory, and future research directions.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it