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.
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