Intercultural and interpersonal communication failures: analyzing hostile interactions among British and Spanish university students on WhatsApp

2020 ◽  
Vol 17 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Antonio García-Gómez
Keyword(s):  
University Students ◽  
Conflict Management ◽  
Interpersonal Communication ◽  
Communication Technology ◽  
Mobile Application ◽  
Management Strategies ◽  
Intended Meaning ◽  
Conflict Talk ◽  
Linguistic Process ◽  
Shed Light

AbstractAlthough the use of the mobile application communication technology for interpersonal communication seems to be less physically threatening, building successful relationships has become more complex. Using both quantitative and qualitative analyses of the way(s) British and Spanish university students manage a hostile situation when disputing among each other on WhatsApp, the present study aims to shed light on conflict management by investigating the differentiated topic management strategies the participants in the study deploy. This, in turn, will add new empirical evidence to the expanding field of intercultural pragmatics. Through a detailed analysis of the hostile interactions, the results show a differentiated linguistic process by means of which participants initiate, maintain and escalate conflict talk that also relates to the speaker’s failed attempts to understand and negotiate each other’s intended meaning in interaction.

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 215-231
Author(s):  
Mussarat J. Khan ◽  
Seemab Rasheed
Keyword(s):  
Regression Analysis ◽  
Resource Management ◽  
University Students ◽  
Learning Strategies ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Habits ◽  
Good Reliability ◽  
Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

scholarly journals Beyond cultural and geographical proximity: delving into the factors that influence the dynamics of academic relationships between students in higher education

2021 ◽  
Author(s):  
José-Vicente Tomás-Miquel ◽  
Jordi Capó-Vicedo
Keyword(s):  
University Students ◽  
Academic Research ◽  
Past Research ◽  
Academic Networks ◽  
Level Data ◽  
Wide Range ◽  
Specific Stage ◽  
The University ◽  
Proximity Dimensions ◽  
Shed Light

AbstractScholars have widely recognised the importance of academic relationships between students at the university. While much of the past research has focused on studying their influence on different aspects such as the students’ academic performance or their emotional stability, less is known about their dynamics and the factors that influence the formation and dissolution of linkages between university students in academic networks. In this paper, we try to shed light on this issue by exploring through stochastic actor-oriented models and student-level data the influence that a set of proximity factors may have on formation of these relationships over the entire period in which students are enrolled at the university. Our findings confirm that the establishment of academic relationships is derived, in part, from a wide range of proximity dimensions of a social, personal, geographical, cultural and academic nature. Furthermore, and unlike previous studies, this research also empirically confirms that the specific stage in which the student is at the university determines the influence of these proximity factors on the dynamics of academic relationships. In this regard, beyond cultural and geographic proximities that only influence the first years at the university, students shape their relationships as they progress in their studies from similarities in more strategic aspects such as academic and personal closeness. These results may have significant implications for both academic research and university policies.

How Democracies Keep the Peace: Contextual Factors that Influence Conflict Management Strategies

2010 ◽  
Vol 6 (4) ◽  
pp. 373-398 ◽  
Author(s):  
Glynn Ellis ◽  
Sara McLaughlin Mitchell ◽  
Brandon C. Prins
Keyword(s):  
Conflict Management ◽  
Contextual Factors ◽  
Management Strategies

scholarly journals Conflict Management Strategies in the ICU Differ Between Palliative Care Specialists and Intensivists

2016 ◽  
Vol 44 (5) ◽  
pp. 934-942 ◽  
Author(s):  
Jared Chiarchiaro ◽  
Douglas B. White ◽  
Natalie C. Ernecoff ◽  
Praewpannarai Buddadhumaruk ◽  
Rachel A. Schuster ◽  
...  
Keyword(s):  
Palliative Care ◽  
Conflict Management ◽  
Management Strategies

The Interplay of Perceptions and Conflict Behaviors during Disagreements: A Daily Study of Physical Teen Dating Violence Perpetration

2021 ◽  
pp. 088626052110219
Author(s):  
Andréanne Fortin ◽  
Alison Paradis ◽  
Martine Hébert ◽  
Andréanne Lapierre
Keyword(s):  
Conflict Management ◽  
Dating Violence ◽  
Management Strategies ◽  
Teen Dating Violence ◽  
Dating Relationships ◽  
Daily Diaries ◽  
Conflict Behaviors ◽  
Adolescent Dating ◽  
Destructive Conflict ◽  
The Individual

Physical dating violence (DV) is a widespread problem among adolescents. A growing body of literature demonstrates that physical DV often occurs during disagreements when partners use destructive conflict management strategies, such as conflict engagement (e.g., losing control, criticizing) or withdrawal (e.g., acting cold, being distant). However, little is known regarding how the individual daily variability on the use of destructive conflict management strategies can influence the probability of perpetrating day-to-day physical DV, especially if the other partner is also perceived as using destructive behaviors. Using an intensive longitudinal approach, the current study first aimed to examine the daily associations between the use of various conflict management strategies and physical DV perpetration in adolescent dating relationships. A second objective was to investigate if perceived partner’s conflict behaviors moderated the relation between self-reported conflict management strategies and day-to-day physical DV perpetration. A sample of 216 adolescents ( Mage = 17.03, SD = 1.49) involved in a dating relationship, completed a baseline assessment followed by 14 daily diaries. Results of multilevel logistic analyses revealed that using conflict engagement strategies significantly increased the probability of day-to-day physical DV perpetration. Furthermore, the probability of perpetrating physical DV was significantly higher on days in which teens reported using high levels of conflict engagement while also perceiving their partner as using high levels of conflict engagement or withdrawal. These findings yield new insights on the daily context in which disagreements might escalate into aggression. Evidence from this study further supports the conflict escalation pattern and the demand/withdraw communication pattern in the context of adolescent dating relationships. Preventive initiatives should address the interplay of perceptions and conflict behaviors concerning physical DV perpetration.

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