Academic Conflict Research Articles

Exploring disciplinary authors’ conflict negotiation in published research article discussions

Research article (RA) discussions require authors to underline new research findings through negotiating conflict, known as academic conflict (AC), with a specific strand of literature. However, AC has been either inadequately represented in particular disciplines, or left unnoticed across disciplines in academic writing research. This study follows a cross-disciplinary perspective to examine and compare AC negotiation in published medical and applied linguistics RA discussions based on Hunston’s framework. A specialised corpus consisting of 60 RAs, 30 from each discipline, from prestigious journals was screened for AC frequency and recurrent features through manual rhetorical analysis. The findings revealed little variation in overall AC realisation across the two disciplines. In terms of AC components, medical RAs included frequent proposed claims and recurrent conflict resolution features, indicating authors’ tendency to overuse self-interpretations in arguing against previous claims. By contrast, applied linguistics authors relied more on opposed claim components to discuss new findings and resolve research tensions. These findings help enrich our understanding of AC realisations across discipline RAs, which in turn might offer helpful insights into more proportionate academic writing practice and pedagogy.

Adjustment and family dynamics among academically gifted Chinese and European American adolescents

ABSTRACTObjectiveWe examined whether parent–adolescent academic conflict and parental psychological control mediated associations between academically gifted adolescents' academic and psychological adjustments for both Chinese and European Americans.BackgroundPrevious studies suggest that associations between family dynamics and developmental outcomes are different between Chinese and European American adolescents, but they often overlook potential cross‐ethnic similarities within special groups (e.g., academically gifted students).MethodWe assessed 212 Chinese American and 122 European American academically gifted students' academic adjustment (academic efficacy and grade point average [GPA]), family dynamics (parental psychological control and parent–adolescent academic conflict), and psychological outcomes (depression, anxiety, and self‐esteem) during ninth and 10th grade.ResultsFor both groups, previously low academic efficacy was associated with later psychological maladjustment, and previously high GPA was associated with later anxiety. These associations were not mediated by family dynamics for either group.ConclusionFor both groups, adolescents' academic adjustment could play an important role in psychological well‐being, regardless of whether they experienced parental psychological control and parent–adolescent academic conflict.ImplicationsFor both groups, it is important to identify whether academic‐related stressors (e.g., keeping academic success and high academic efficacy) are sources for academically gifted adolescents' psychological problems and help them develop coping strategies.

Max Weber and the Two Universities

Abstract: A set of events, long term trends, and internal conflicts has come to a head in the recent controversy over the Harvard President, the university's political role, and academic freedom. These raise questions about the traditional model of the vocation of scholarship and the role of the professor, and specifically about the continued relevance of the picture Weber himself famously presented. A recent book by Wendy Brown makes the case for a new model of 'responsibility' which reflects the idea that the role of the professor should be to kindle the 'desire' for a just and sustainable future through critique. The method of genealogy is presented as the means for both identifying harms resulting from usual practices and showing their historical contingency and thus the promise of their radical reform. This would represent the new 'responsibility' that notions of academic freedom conflict with and which the traditional scholar fails to fulfill. But the idea of radical contingency also conflicts with the Weberian idea that historical processes are intelligible and that the proper role of the professor is to clarify value-choices and identify their this-worldly implications without imposing them. Is this outdated? And is there a role for the traditional scholar in the purpose-oriented university?

Negotiating academic conflict in discussion sections of doctoral dissertations

Abstract This study explores how doctoral students negotiated academic conflict (AC) in discussion section of their dissertations and what engagement resources they utilized to convey academic conflict. To this end, discussion chapters of 30 doctoral dissertations in Applied Linguistics (15 samples by each writer group) were analyzed using Huston’s (1991) academic conflict framework and Martin and White’s (2005) engagement system of Appraisal Theory. The functional analysis constituted discovering components of academic conflict and engagement resources in the discussions. We found that components of academic conflict determined engagement values used to convey them. The linguistic background of the authors was less of an issue in resolving conflicts. The two writer groups managed academic conflict and related engagement resources more or less similarly in different components of academic conflict. They mainly expressed their novel contribution readily and identified the flaws of previous research; however, both writer groups showed little tendency to explain controversial points. The findings have pedagogical implications for academic writing courses highlighting the importance of developing awareness of AC and resolving the conflicts.

Exploring family and academic role conflict among undergraduate students of the University of Nigeria

Exploring family and academic role conflict among undergraduate students of the University of Nigeria

The Importance Of Emotional Intelligence In The Successful Leadership Of MBA Programs

MBA program directors, lecturers, and students need Emotional Intelligence (EI). EI enhances MBA program leadership communication, decision-making, and education, according to this study. Leadership in MBA must foster learning, growth, and professional development. Leaders must regulate their own and others' emotions. For student and teacher interactions, leaders require self-awareness, self-regulation, empathy, and social skills. EI aids MBA program leaders with communication. High-EQ leaders communicate, listen, and provide feedback well. Their welcoming climate encourages students and instructors to speak up. Trust and belonging are needed for learning and collaboration. EQ-rich leaders can settle disagreements. MBA programs usually incorporate diverse viewpoints. Conflicts may occur. Diplomacy and empathy help high-EQ leaders resolve conflicts and preserve relationships. Harmony fosters learning and development. MBA leadership decisions are also affected by EI. Strong emotional intelligence improves leadership judgments. They evaluate numbers, emotions, and relationships. A comprehensive approach improves academic goals and decisions. MBA leadership transcends academia. Student personal and professional growth are equally vital. High EI leaders motivate and mentor. They understand the emotional impact of academic rigor and employment objectives. Leader’s guide and assist pupils emotionally. MBA program leaders need emotional intelligence. Leadership with high EI improves academic settings, communication, conflict resolution, informed decisions, and student personal and professional growth. Education and MBA achievement enhance with these attributes. Thus, MBA program directors should be chosen based on EI to meet academic community needs and lead with empathy.

Work overload, role conflict and emotional distress as predictors of burnout among police cadets in Nigeria

Burnout has been investigated among different categories of human service professionals and students. However, it has not been investigated among police cadets simultaneously combining university education and police training. Hence, this study investigated the causes of burnout among the Nigeria Police Academy (POLAC) cadets in Nigeria. Specifically, using Frone et al.’s integrative model of the work–family interface, I investigated the antecedent influence of work overload (academic and police), role conflict (academic and police) and emotional distress (academic and police) on burnout among cadets [Frone MR, Yardley JK and Markel KS (1997) Developing and testing an integrative model of the work–family interface. Journal of Vocational Behavior 50(2): 145–167]. The study is cross-sectional, with a sample size of 300, and the data were analysed using regression path analysis. The result showed that academic and police work overload led directly to burnout. In addition, academic work overload led indirectly to burnout through academic role conflict and emotional distress, whereas police work overload led to burnout through police-emotional distress. Furthermore, academic-to-police role conflict led indirectly to burnout through academic-emotional distress. This study extends extant literature on the antecedents of burnout in police organizations. It also suggests important implications such as revising the curricula to make them more manageable for the cadets and the need to be stringent with the admission process into the academy.

Young people lived experience of parental divorce with an emphasis on educational consequences

Background and Aim: Divorce has adverse effects on children and can have adverse effects on their mental and physical health. Also, divorce has negative effects on children's education. Based on this, the aim of the present study was to investigate the lived experience of young people from their parents' divorce, emphasizing the educational consequences. Methods: The present research method was qualitative with thematic analysis and applied in terms of purpose. The participants included high school students of Kurdish city in the academic year of 2022, who were selected purposefully. Some of the criteria for their selection were the experience of parental divorce and the desire to participate in the research. Also, the interviews were continued up to 14 cases based on the theoretical saturation criterion. For validity, face validity was used and for reliability, the agreement coefficient between coders was used, and the result of recoding was 0.86. For data analysis, manual coding method was used in the form of open, axial and selective coding. Results: The findings showed that 162 open codes, 13 core themes include: taunting by peers, blaming family, stigma of school environment, shame of divorce, family instability, children's cold heart, emotional void, reluctance to study, excessive study fatigue, drop in academic mentality, Change in academic priority, academic aspirations, lack of morale and vitality, weak self-confidence, increased isolationism and increased introversion and 6 optional themes including: social stigma, cultural challenges, emotional challenges, poor education, academic conflict and psychological consequences for the lived experience of young people. Parental divorce was identified with an emphasis on educational outcomes. Conclusion: Based on the results, it can be concluded that divorce creates different and negative challenges for children and their education, which cultural and educational planners of the country can reduce the negative effects of these effects by empowering them.

The role of family communication patterns in students' academic engagement in online classes

Background and Aim: Academic engagement is one of the key factors affecting student success and one of the most important indicators of the quality and progress of education. With the spread of virtual education, the quality of family performance has been considered as an important element in the academic engagement of students. Based on this, the aim of this research is to determine the role of family communication patterns in the academic engagement of students in online classes. Methods: This research is descriptive research of the post-event type. The statistical population of the research included all second-grade high school students in Tehran in 2020-21, and 400 of them were selected using available sampling method. Then, in order to obtain research data, the questionnaires of family communication patterns of Fitzpatrick and Ritchie (1997) and academic involvement of Reeve and Tseng (2011) were used. Data analysis was done using one-way and multivariate analysis of variance with the help of SPSS.26 software. Results: The findings confirmed the role of family communication patterns in the academic engagement of students in online classes. The level of academic conflict in students from families with consensual and pluralistic communication patterns was higher than the level of academic conflict among students from families with protective and unrestricted communication patterns (P<0.001). The average scores of students' academic engagement in families with agreeable and pluralistic communication patterns did not have a significant difference from each other. Also, there was no significant difference between students in families with unrestricted and protective communication patterns in terms of academic engagement. Conclusion: It can be concluded that family communication patterns are effective in increasing the academic engagement of students in online classes and it is possible to improve the academic engagement of students by modifying the communication patterns of families.

The dark side of university student entrepreneurship: Exploration of Chinese universities.

The dark side of entrepreneurship, especially the dark side of student entrepreneurship, has received little attention from academia. This study tries to examine the dark side of entrepreneurship among students in Chinese universities. Employing qualitative method by conducting semi-structured interview with students at the universities. Our study identifies the unproductive and destructive factors that drive the dark side of student entrepreneurship. Entrepreneurship costs that accompany students in the process of entrepreneurship are usually time pressure, academic conflict, and even health damage. There is a huge discrepancy between the knowledge given to students by universities and the knowledge required for entrepreneurship, and college students frequently lack entrepreneurial knowledge and business logic. In China, the use of inappropriate policy tools has decoupled the student entrepreneurship policies it pursues from the purpose the policies are supposed to serve. In so doing, this study contributes to the micro-level of the notion of the dark side of student entrepreneurship.

Family Socioeconomic Status and Internalizing Problem Behavior Among Chinese Adolescents: The Chain Mediation Effect of Academic Performance and Peer Conflict.

This study aims to provide a new perspective on the relationship between family socioeconomic status (SES) and internalizing problem behavior (IPB) among adolescents. Many studies have focused on the relationship between family SES and IPB among adolescents; however, research on the underlying mechanism is still insufficient, and peer conflict has been ignored as a crucial social relationship factor for adolescents. This study identifies two new mediating variables and a chain mediating mechanism model between them. Using national longitudinal data from 2,467 adolescents aged 10–15 published in the China Family Panel Studies of wave 2018, this study found the following: (1) higher family SES can significantly reduce peer conflict and IPB among adolescents; (2) adolescents with better academic performance were less likely to be involved in peer conflict; (3) peer conflict mediated 30.41% of the relationship between family SES and adolescent’s IPB; and (4) there was a chain mediating mechanism, and the mediating effect of peer conflict was much stronger than the mediating effect of both academic performance and the chain mediation pathways. This is the first study to develop a chain mediation model to examine the roles of academic achievement and peer conflict in the relationship between family SES and IPB. These findings are significant in that they highlight the importance of providing adolescents with proper emotional de-escalation and peer conflict resolution strategies, contributing to the management of adolescent mental health in urban governance and rural development.

Does Academic Work Environment in Thailand Private Universities Affect the Organizational Commitment of Lecturers?

This study examines how the academic work environment influences lecturers' job performance and organizational commitment among private university academicians in Thailand. The paper presents that the perception of organizational climate has a significant effect on some academics' job performance, revealing that the perception of organizational climate is positively related to the job performance of many senior academics and junior academics than those with middle level of experience and academic ranks. It also presents a strong relationship between organizational climate and organizational commitment. Climate dimensions, such as coworkers' behavior, the job itself, and freedom are significantly related to organizational commitment. It also presents that supervisors' behavior, facilities, academic environment, teaching and research, job security, and administration duties are not significant factors influencing lecturers' positive attitude toward the respective organization. Thus, findings and implications can provide valuable insights for educational policymakers and university administrators in Thailand. University administrators can focus more on academic freedom, workload, and conflict among coworkers to improve lectures' educational practices and related positive outcomes.

Suicidality in Youth During COVID-19: A Narrative Review

This narrative review on COVID-19 youth suicidality (ideation, attempts and completed) summarizes research that is primarily on prevalence and risk factors derived from survey and medical records data. The prevalence of suicidality has been highly variable across different countries at different times during the pandemic, although it has been more prevalent after a couple weeks into lockdown periods. Inactivity and excessive time on social media have been risk factors, but loneliness, anxiety and depression were the most frequently reported risk factors for suicidality at all levels. Protective factors have included school closures that were thought to lead to less academic pressure, peer conflict and bullying. The studies are limited by being cross-sectional, not longitudinal, making it difficult to determine causality or directionality of effects.

Broadening the definition of a nervous system to better understand the evolution of plants and animals

ABSTRACT Most textbook definitions recognize only animals as having nervous systems. However, for the past couple decades, botanists have been meticulously studying long-distance signaling systems in plants, and some researchers have stated that plants have a simple nervous system. Thus, an academic conflict has emerged between those who defend and those who deny the existence of a nervous system in plants. This article analyses that debate, and we propose an alternative to answering yes or no: broadening the definition of a nervous system to include plants. We claim that a definition broader than the current one, which is based only on a phylogenetic viewpoint, would be helpful in obtaining a deeper understanding of how evolution has driven the features of signal generation, transmission and processing in multicellular beings. Also, we propose two possible definitions and exemplify how broader a definition allows for new viewpoints on the evolution of plants, animals and the nervous system.

Problematic situations in higher authority administration and ways to improve of dealing with them

The Uzbek dictionary characterizes the concept of academic conflict as follows: "Pedagogical conflict is a conflict between the teacher and the pupil, the master and the student, the teacher and the student, or the conflict, hostility, enmity, attitude, conflict, discord". Hatred, discord, strife, due to common quarrels happens. When people think of conflict, they cruel incidents such as hostility, terrorizing, aggression, strife. This article gives exhortation and guidance on the training of modern management staff.

Investigating the Effect of Parent Participation on Quality of Life and Adjustment in Students

Objective: The aim of this study was The effect of parental participation on the quality of academic life and the Compatibility of students. Methods: The research method was descriptive and structural equations. The population of this study was male and female high school students in the fourth district of Tabriz in the academic year 2018-2019, which using Cochran's formula and random sampling method 371 people (172 girls and 119 boys). The instruments used included the Williams and Button quality of life questionnaire, Sinha and Singh adaptation questionnaire, and Fan and Williams academic conflict questionnaire. Data analysis using structural equation statistical test with Smart PLS.2 software was developed. Results: The results showed that there was a positive and significant relationship between parental participation and quality of academic life (r=96.969, t=10) and also between parental participation and student adjustment) (r=0.309, t=4). The structural equations also show that parental involvement plays a mediating role in students' quality of academic life and adjustment. Conclusion: Therefore, parental involvement can play an essential role in the quality of education and student adjustment.

Linguistic recycling and its relationship to academic conflict

Abstract Reaching an understanding of how scholarly writers manage linguistic recycling remains a focus of many studies in applied linguistics, bibliometrics, and the sociology of science. The value apportioned to citations in research assessment protocols is one factor in this sustained interest, the challenges that managing intertextuality present for novice scholars, another. Applied linguists such as Harwood (2009) and Hyland and Jiang (2017) alongside sociologists of science have studied citation practices largely from the point of view of writers’ reasons for citing (see Erikson & Erlandson, 2014 for a review) or readers’ understanding of the function of the citation (e.g., Willett, 2013). Linguistic recycling as direct quotation of previously published research has received less attention from applied linguists, a notable exception being Petrić’s (2012) examination of students’ quotation practices. Her study focuses on quoting writers’ intentions. We know less, however, about cited authors’ responses to quotations of their work. It is these responses that form the focus of our study. Taking our two most frequently cited publications, we compiled a corpus of direct quotations noting the quotation strategy and our responses to each instance of the reuse of our words. These responses ranged from pride and satisfaction through to annoyance at an instance of blatant misquotation. We then extended our corpus to include quotations from publications by three scholars who have played a role in debate around a key controversy in the English for research publication purposes (ERPP) literature. We presented these scholars with a representative sample of quotations of their publications related to the controversy and asked them to indicate which instances they regarded as unwarranted. Analysis of these authors’ responses provides insights into the relationship of direct quotation to the rhetorical management of academic conflict. We suggest possible parallels with the expression of discrepancy in other domains.

Fit or Being Fitted: Academic Institutional Managers' Conflict Management Styles

The beauty of society lies in the differences of opinions, and if this difference of opinion is constructive, society booms. The difference of opinions is also known as conflict of opinions. The study aimed to explore the practices and perceptions of different conflict management styles adopted by the different academic managers in the area of Southern Punjab. As the research problem is a current phenomenon and survey research design is most appropriate to achieve such kind of study. All Principals/Vice Principals and teachers of all public and private colleges of the Southern Punjab region were the populations of the study. By adopting a multistage sampling technique, the targeted sample was selected. Rahim Organizational Conflict Inventory (ROCI), designed by Rahim in 1983, was adopted to measure the conflict management styles of administrators and cross-check them with their subordinates. Data collection was done by the researcher personally. Collected data was feed in the Statistical Package for Social Sciences (SPSS) version 21 and got the results by the test of ANOVA. Based on the findings of the study in a tabulated form, observable suggestions were also designed.

The Effectiveness of Cognitive group rehabilitation Training on Academic procrastination and academic engagement in students

Introduction: Cognitive factors play a large role in the learning process; therefore purpose of this study was to investigate the effectiveness of Cognitive group rehabilitation training on academic procrastination and academic engagement in students. Methods: The present study is a quasi-experimental, pre-test, post-test, and control group. The statistical population of the study consisted of all postgraduate nursing students of Gorgan based on the criteria for entering and exiting the research in the academic year of 2019, that they had academic procrastination. Participants voluntarily responded to the academic procrastination questionnaire. The number of 30 students who had the most academic procrastination scores were selected and randomly assigned to the experimental and control groups. Then, the academic engagement and academic procrastination questionnaires were used as a pre-test for both groups. Cognitive group rehabilitation Training was applied to the experimental group in 8 sessions with 90 minute. At the end of the course, both groups completed the above questionnaires as a post-test. Data were analyzed by multivariate analysis of covariance with SPSS 24 software. Result: The results showed that the mean and standard deviation of academic engagement in the pre-test of the experimental group was 52.84 ± 4.41 and the control group was 49.10 ± 4.75 and in the post-test of the experimental group was 83.36 ± 4.35 and the control group 50.75. ± 4.42 was obtained. The mean and standard deviation of academic procrastination in the pre-test of the experimental group of 65.74 ± 8.24and control of 65.32 ± 7.11and in the post-test of the experimental group of 31.02 ± 4.54 and control of 64.11 ± 6.87 Was obtained. Generally the results showed that Cognitive group rehabilitation Training has a significant effect on academic engagement and academic lagging at the level of P < 0.01. Conclusion: Cognitive group rehabilitation Training should be offered to students to use cognitive strategies and meta-cognitive strategy so that less attention is paid to academic procrastination and lack of academic conflict among students.

Academic conflict in Applied Linguistics research article discussions: The case of native and non-native writers

Among the significant tasks faced by academic writers are establishing their expertise in negotiating their new research findings, and resolving tensions between current knowledge and previous claims. These little-explored areas contrast with the attention devoted to examining basic moves and steps in different parts of research articles. The present article implements Hunston's (1993) conceptualization of academic conflict by native and non-native writers when composing the discussion section of papers written in their L1 and L2. To this end, three types of Applied Linguistics research articles were selected as the main corpus of the study: 20 English papers written by native speakers of English, 20 English papers written by non-native speakers of English, and 20 Persian papers written by native speakers of Persian. The analyses revealed that English papers (whether written by native or non-native writers) included more academic conflict structures compared to Persian research articles. However, in terms of the distinct components of academic conflict, English and Persian articles contained a similar number of recurrent proposed and opposed claim structures. The main area of difference between English papers (written by natives) and Persian articles was in the use of inconsistency indicators and conflict resolution.