| Popis: |
Conflict regulation is deemed a highly important lifelong learning skill with which individuals should be equipped. This study sought to evaluate how critical and collaborative socio-cognitive conflict regulation strategies can be induced by a designated learning activity. To this end, an argumentation-based learning activity with digital concept mapping was designed. Its impact on socio-cognitive conflict regulation strategies was assessed while controlling for individual achievement goal orientation. A 13-week course entitled ‘Conflict dynamics and negotiations’ was randomly selected for this research with a total of 96 second-year Social Sciences undergraduate students, of whom 66 filled out three questionnaires: AchievementGoal, Socio-Cognitive Conflict Regulation Strategies, and ConceptMapping for Problem-Based Learning Scale (CM-PBL). This study mainly showed that an argumentation-based learning activity with digital concept mapping can positively contribute to students’ socio-cognitive conflict regulation strategy of private critical deliberation, whereby the individual re-examines his/her ideas independently and re-thinks his/her solution independently before making the next move. Another strategy affected by the designed learning activity was co-constructive, critical peer argumentation. According to this strategy, the individual tries to collaboratively examine each idea critically with his/her partner, to have the partner explain his/her ideas more precisely and think together of the best solution. Performance-approach orientation was positively connected to the competitive debating regulation strategy. Implications and directions for future studies are discussed. |
