Thomas-Kilmann Conflict Mode Instrument Research Articles

The influence of Emotional Intelligence in the choice of conflict resolution strategy

The purpose of this article is to examine the need for emotional intelligence (EI) in conflict resolution and workplace. Based on the review of emotional intelligence models, we aimed to comprehend the ability to resolve the effect of conflict and the process of regulation and processing of conflicts. Data were collected from a total of 280 university employees through Emotional Quotient Inventory (EQ-i 2.0) and Thomas-Kilmann Conflict Mode Instrument (TKI). The results showed that the categories most frequently used by the participants were 'Accommodation’, ‘Avoidance' and 'Compromise'. Women are among those who have used this kind of conflict resolution most. Additional results revealed significantly higher EI levels in females, a positive relationship between emotional intelligence and social intelligence, positive emotional intelligence in the Social Sciences department, and the significant impact of emotional intelligence on conflict resolution styles.The present article reported the impact of emotional intelligence on conflict resolution models, including the role of administrative staff in the Albanian context.

The Influence of Emotional Intelligence in the Choice of Conflict Resolution Strategy

The purpose of this article is to examine the need for Emotional Intelligence (EI) in conflict resolution and the workplace. Based on the review of emotional intelligence models, we aimed to comprehend the ability to resolve the effect of conflict and the process of regulation and processing of conflicts. Data was collected from 280 university employees through the Emotional Quotient Inventory (EQ-I 2.0) and the Thomas-Kilmann Conflict Mode Instrument (TKI). The results showed that the categories most frequently used by the participants were 'Accommodation', 'Avoidance', and 'Compromise'. Women are among those who have used this kind of conflict resolution the most. Additional results revealed significantly higher EI levels in females, a positive relationship between emotional intelligence and social intelligence, positive emotional intelligence in the Social Sciences Department, and the significant impact of emotional intelligence on conflict resolution styles. The present article reported the impact of emotional intelligence on conflict resolution models, including the role of administrative staff in the Albanian context.

Raising Students’ Self-Awareness of Their Conflict Communication Styles: Insights from an Intercultural Telecollaboration Project

Intercultural communication is often affected by conflicts, which are not easy to resolve, mainly due to the clash of conflict communication styles. Direct/indirect ways to approach conflicts, emotional display/control, the ability to empathize and consider perspectives of others, cultural conventions, previous experiences with conflict, cooperativeness, and many other factors determine our conflict communication styles. It is important to acknowledge, though, that these styles are learned and are not rigid. They can differ depending on the context and situation. This article reports the results of an intercultural telecollaboration project, drawing on four sources of quantitative and qualitative data, i.e., the results of assessments conducted with the Interpersonal Reactivity Index, the Toronto Empathy Questionnaire, and a Conflict Styles Assessment based on the Thomas–Kilmann Conflict Mode Instrument, as well as students’ critical self-reflective feedback. The data were collected at a Mid-Atlantic minority-serving university from undergraduate students, who were invited to explore their conflict communication styles through a series of activities and then reflect on their experiences and the insights gained during this intercultural telecollaboration experience. As a result of this pedagogical intervention, most of the participants not only became aware of their conflict communication styles but also developed their empathy and ability to intervene to defend others who are discriminated against or attacked verbally.

Evolution of conflict management style during first year of paediatric residency.

First-year residents frequently encounter conflict during their training. Residents' conflict management strategies can influence patient safety, quality of care and perceptions of performance on competency evaluations. Existing literature inadequately describes how first-year resident conflict management styles evolve over time. The objective of this study is to assess if and how conflict management styles change during first year of paediatric residency in the United States. In 2021-2022, we conducted a non-experimental, longitudinal, survey study of first-year residents from 16 US-based paediatric residency programmes. Using the Thomas-Kilmann Conflict Mode Instrument, we scored first-year residents' use of five conflict management modes twice, 6 months apart. We calculated the percentage of first-year residents who experienced a change in predominant conflict management mode and assessed for changes in score and variance for each conflict management mode. Fifty-seven (18%) first-year residents participated in the first survey. Of those, 45 (14%) also completed the follow-up survey. Nonresponse bias analysis showed no significant difference in scores for early and late respondents or for second-survey respondents and non-respondents. Half of respondents experienced a change in predominant conflict management mode, but the distribution of predominant modes remained largely unchanged. When residents changed modes, they typically moved from one low-assertiveness mode, such as avoiding or accommodating, to the other. Only the use of the compromising conflict management mode significantly decreased. Variance did not significantly change. The overall lack of change in conflict management style may suggest the need for specific and focused educational interventions to help residents adjust their conflict handling strategies.

New value creation and family business sustainability: Identification of an intergenerational conflict resolution strategy

Unresolved tensions frequently lead to the failure of family businesses. Parents and their children should be able to work together to resolve protracted problems. This study intends to explore the intergenerational conflict resolution strategy in an effort to develop new family business values and ensure the sustainability of family enterprises. The respondents in this study were 152 family business owners in Eastern Indonesia. The analysis used is PLS-SEM. The results of this study indicate that creating new value requires three intergenerational conflict resolution strategies: intergenerational collaboration, accommodation, and forcing. The results of this study also show that a family business that is able to create new value will be able to have an impact on the sustainability of the family business. This study contributes to the Thomas-Kilmann conflict mode approach, wherein the Thomas-Kilmann conflict mode instrument method leads to the creation of new values and sustainability in family enterprises.

Changes in expeditioners' personality measures during 1 year Antarctic expeditions

AbstractThe extreme working and living conditions at Antarctic stations cause numerous psychological changes in expeditioners. However, research on the changes in expeditioners' personality traits is virtually non-existent. Therefore, the present study aims to determine the changes in expeditioners' personality measures during 1 year Antarctic expeditions. This study examined 56 expeditioners working at the Ukrainian Antarctic Akademik Vernadsky station (52 men, 4 women; ages 20–63 years, M = 38.12, SD = 10.01) who participated in five annual expeditions between 2016 and 2021. The Ukrainian adaptations of four measures were used: the Thomas-Kilmann Conflict Mode Instrument, the Eysenck Personality Questionnaire, the Leonhard-Schmieschek Questionnaire and the Leary Interpersonal Checklist. During 1 year Antarctic expeditions, 8 of the 26 indicators used to describe expeditioners' personality measures changed significantly (P < 0.001–0.1). These indicators belonged to three of the four measures used in the study and were assessed as personally unfavourable. They included increased psychoticism and competing, managerial-autocratic, aggressive-sadistic, responsible-hypernormal, competitive-narcissistic and self-effacing-masochistic styles and a decreased accommodating style. Based on these results, promising areas for further research that could improve psychological selection, training and work for Antarctic expedition personnel are outlined.

MANAGEMENT OF INTERPERSONAL CONFLICTS IN THE STUDENT ENVIRONMENT: THE RESULTS OF IMPLEMENTING THE TRAINING COURSE

The topic of interpersonal conflicts in the student environment is relevant, as evidenced by the observation and the results of the experiment. Conducting surveys and applying psychological tests in the experiment revealed a negative perception of conflicts by students, low and medium levels of emotional intelligence, and the use of avoidance and competition styles of behaviour in a conflict. To achieve the goal of the pilot experiment, a questionnaire developed by the authors was used: "The perception of conflicts by students". The obtained results formed the basis of the training course "Management of interpersonal conflicts in the student environment." The purpose of the formative experiment was to develop, organize and evaluate the effectiveness of the course implementation. The methods of empirical research (survey, testing, observation, active learning methods) were used in the work and methods of mathematical statistics (Student’s t-distribution). The total sample size was 214 university students (aged 18–22). At the formative stage, 40 students were involved (experimental group – 20 students who did the course on managing interpersonal conflicts in the student environment; and a control group – 20 people who were not involved in the course). The design and content of the training course are based on the structure of the conflict management model, which includes the following components: 1) cognitive; 2) emotional; 3) behavioural (Mayer, 2012). A set of psychological methods was selected to study interpersonal conflicts in the student environment at the cognitive, emotional, and behavioural levels. To determine the students’ perception of the conflict, an Express exercise on associations was used for each letter of the word Conflict. The “Know your EQ” test was used to measure the emotional intelligence quotient. In our work, we also used the Thomas-Kilmann Conflict Mode Instrument (TKI test), a description of behaviour in conflict situations. Measuring the effectiveness of the implementation of the training course "Management of interpersonal conflicts in the student environment" was carried out through the repeated application of methods and the feedback from the course participants. The duration of the course is 70 academic hours: 14 lessons (56 academic hours), an exam – 4 hours, and 10 academic hours of extracurricular work (preparing a project, journaling, etc.). The following interactive techniques were used: the method of incomplete sentences, pair and group work, brainstorming, case studies, role-plays, interviews, miming, retrospective, mini-lectures, reflection sessions. Improvement of the test results at the cognitive, emotional and behavioural levels and positive feedback from the students confirm the effectiveness of the course "Management of interpersonal conflicts in a student environment". Our study, despite its detailed theoretical analysis, valuable results of the experiment, does not reveal all aspects of the problem of interpersonal conflicts in the student environment of higher educational institutions. This work can serve as a basis for further cross-cultural research.

Choice of conflict resolution strategies in negative emotional states

The article presents the results of checking the hypothesis that the choice of conflict resolution strategy depends on the negative emotional states (anxiety, frustration, aggression, rigidity). The Rosenzweig Picture-Frustration test, «Anxiety. Frustration. Aggression. Rigidity (AFAR)» test, Thomas-Kilmann Conflict Mode Instrument (TKI) have been used for diagnosis of participants` psychological features. Students of Ukrainian universities have formed the sample. Correlational analysis was performed (SPSS 17.0) to identify the associations between emotional states and behavioral reactions. An association has been established between the state of rigidity and the application of the competing strategy (negative), avoiding (positive); between the state of frustration and the frequency of application of competing (negative), accommodating (positive). The results showed that the possibility of implementing a strategy of avoiding in a state of rigidity is associated with unpreparedness for extrapunitive reaction and expectations that the situation will resolve itself (impaunitive reaction). Therefore, the connections between negative emotional states and the choice of poorly productive conflict resolution strategies may depend on protective mechanisms that are activated in a state of frustration.

Relationship betwwn Interpersonal Distress and Interpersonal Conflict Management Modes among College Students

Objective To explore the status of college students' interpersonal conflict management modes and interpersonal distress, and analyze the impact of interpersonal conflict management modes on college students' interpersonal distress. Methods 471 college students in Guangdong Province were randomly selected through Internet recruitment. They were investigated with Interpersonal Comprehensive Diagnostic Scale for College Students (ICDS) and Thomas-Kilmann Conflict Mode Instrument (MODE). Results ⑴ The total score of ICDS was (13.49±3.41); The scores of competition, cooperation, compromise, avoidance and accommodation were (7.83±1.40), (6.06±1.58), (6.59±1.37), (5.18±1.25) and (5.67 ±0.94), respectively. (2) There was a significant correlation between the score of each dimension of MODE and the total score of ICDS and the scores of following three dimensions of conversation, making friends and dealing with people (|r| =.175 to .483, all P <. 01). ⑶ The results of multivariate stepwise linear regression showed that competition, avoidance and accommodation were positively correlated with the total score of ICDS（β= . 483, . 461, . 175, all P <. 01), and cooperation and compromise were negatively correlated with the total score of ICDS (β=-.311, -. 298, P <. 01). Conclusion The interpersonal distress of college students is obvious, and their interpersonal communication ability needs to be improved. The interpersonal conflict management mode may be one of the main influencing factors of college students' interpersonal distress.

SENGKETA LAHAN PEMBANGUNAN HUNIAN TETAP KOTA PALU

This study aims to determine the level of conflict escalation caused by land disputes for permanent residential development in Palu City, and also to find out what methods the Palu City government can use in overcoming this problem. The data collection method used in this research is literature study. The theory used to see the level of conflict escalation is to use the dynamics of conflict stages, which divides these stages into Latent Conflict (Conditions), Perceived Conflict (Cognition), Felt Conflict (Affect), Manifest Conflict (Behavior) and Conflict Aftermath (Condition). Meanwhile, to find out the methods that can be used by the Palu City government in overcoming this conflict, namely by using the Thomas-Kilmann Conflict Mode Instrument.
 The results of this study indicate that the conflict that occurs in land disputes for permanent residential development (huntap) III is not only a vertical conflict between the government and the community, but the horizontal conflict between the Palu City government and the Palu City DPRD is also seen in it. For this reason, the method that can be used in solving these problems is by conducting collaborative negotiations so that neither party is harmed, and also to show that the Palu City government pays attention to the aspirations of the community.

From inventories to inquiry: The use of leadership inventories in the context of an undergraduate research living-learning program.

Team research that is designed to maximize social impact first requires an in-depth understanding of self, values, personal characteristics, and collaboration. This article explores how leadership assessments and inventories can be utilized to enhance the development of the research process in the context of an intentionally scaffolded first-year course and the complementary curricula and team experience that follows. True Colors, Character Values Scale, Myers-Briggs Type Indicator, CliftonStrengths, and the Thomas-Kilmann Conflict Mode Instrument will be discussed in this article.

Self-harm and aggression in patients with anorexia nervosa

IntroductionAnorexia nervosa (AN) is a complex condition with high comorbidity.ObjectivesThis study aims to verify whether patients with AN are more aggressive towards themselves than towards others; namely, we measure the levels of autoaggressive/aggressive ideation, negative emotions regarding self/others, as well as self-harm behavior.Methods10 female patients with AN (2 of them also had bulimia nervosa) and 20 female participants of the control group were presented with Structured Interview, Rosenzweig Picture-Frustration Test (P‐F), Thomas-Kilmann Conflict Mode Instrument, Buss-Durkee Hostility Inventory, I-structural Test of Ammon, Boyko Communication Aggression Inventory, Boyko Self-directed Emotion Accumulation Inventory (BSEAI). Mann-Whitney U-test and Pearson’s correlation coefficient were used.ResultsTable 1Structured interview indicatorControl groupAN patientsSuicide attempts10%60%Self-harm behavior35%60%Piercing/tattoos20%50%Depression (self-report)40%90%There were no significant differences in aggression levels between groups. However, patients with AN showed less extrapunitive reactions: blaming others, requiring others to resolve the situation (P-F, р=0.013) and more intropunitive reactions: self-blame, feeling responsible/guilty for the situation (P-F, р=0.031). AN patients had more self-directed negative emotions and impulses (BSEAI, р=0.01), more self-harm behavior (see table 1). There were no correlations between autoaggression and aggression scales in the control group, but there were 9 correlations between them in the AN group (p<0.05, r>0.76).ConclusionsPatients with AN are more inclined to self-blame, negative ideas about themselves, self-harm behavior, but have the same aggression level as the control group. The interconnection of aggression and autoaggression is different in patients with anorexia nervosa compared to the control group.DisclosureNo significant relationships.

Comparison of the Attitudes of Dagestani and the Krasnodar Region Students to Mediated Conflict Resolution

The article presents the results of a socio-psychological study of students’ mindsets about mediated conflict resolution. By such mindsets, we understand a systematic development of personal readiness to conflict situations that involve the idea of a possible conflict resolution method, attitude and evaluation of such methods, as well as the readiness of implementing them in certain conflict situations with the help of different categories of intermediaries (including mediators). Empirical study sample: 159 university students (77 from Dagestan and 82 from the Krasnodar Region). Methods of empirical research: «The Thomas-Kilmann Conflict Mode Instrument (TKI)» (adaptation by N. V. Grishina); interview; questioning; list of personality traits of a mediator. Statistical methods: descriptive statistics, comparison method (Student’s t-test). The substantive differences in the cognitive, emotional and behavioural components of attitudes towards conflict resolution of the respondents of the compared groups were revealed. The Krasnodar Region students demonstrated the ability of independent conflict resolution, low importance of the social context, lack of understanding of the cultural mediation traditions, and a willingness to turn to professional mediators. Dagestani students are characterized by knowledge of traditional mediation practices and low readiness to turn to professional mediators. The role of the social environment and the social status of a mediator for them is high. The culturally determined preferences of different types of mediators in different conflict situations, the specificity of the students’ expectations of the mediator’s personality, his psychological and professional characteristics were revealed. The achieved results can be used to consider the ethnocultural properties of the conflict parties in the professional activities of mediators, their training and education. The research results can be also used for the organization and operation of mediation and psychological services at universities

EMPIRICAL STUDIES OF MILITARY STUDENTS’ TOLERANCE TO STRESS IN OVERCOMING CRISIS, CONFLICTS, FRUSTRATIONS AND STRESSES

The article reveals military students’ psychological characteristics manifested at overcoming stresses, conflicts, frustrations and crises during vocational training. Young years is the most interesting and difficult period in a person’s life. An individual’s identification in society is formed at this age. An appearing mature personality determines life goals, values, gender orientation. Incomplete identification is characteristic for people with internal conflicts, which worsen interpersonal communications, contribute to frustration, aggravates an experienced crisis and make searches for meanings more intensive. Interconnections between a crisis, a conflict, a meaning and a stress have not yet been investigated in psychology to the full degree. The article studies the qualities that should be developed in youth in order to have high tolerance to stress in overcoming obstacles, crises, stresses and noogenic neuroses (lack of meaning). The article purpose: to study second-year military students’ tolerance to stress when they overcome stresses, frustrations, crises or conflicts. The article objective: to study empirically correlations among young men’ gender identity, their tolerance to stress and the peculiarities of their defence mechanisms, used strategies for conflict overcoming, readiness to overcome frustration and life-meaning crises. The applied methods and techniques: theoretical analysis; systems approach; Psychological Stress Measure (PSM-25) (Lemyre-Tiesser-Fillion); Life Style Index (R. Plutchik, H. Kellerman and H. Conte); L.B.Shneider's method of gender identity studying; K. V. Karpinsky’s questionnaire on life-meaning crises; Thomas-Kilmann Conflict Mode Instrument; Stevan Hobfoll’s questionnaire on coping with stressful situations; Boyko-Vasserman questionnaire on social frustration; correlation analysis. Research results. Military students’ tolerance to stress contributes to their “adaptation” (0.35) to educational and professional conditions. The reasons for “meaningful crisis” (-0.55), “frustration” (-0.5), “conflict avoidance” (-0.37) are unsuccessful strategies used by military students for stress overcoming. “Life-meaning crisis” (0.39) and “frustration” (0.39) encourage military students to “avoid conflicts”, thus “assertiveness” (self-confidence) and (-0.43) “support” (-0 , 29) decrease, students “leave” conflicts (0.60), resort to “manipulations” (0.39). “Rivalry” in a conflict encourages military students to “antisocial actions” (0.34). The “caution” strategy is used by military students who are inclined to “cooperation” (0.33). The “contact” strategy is opposed to the “compromise” strategy (-0.28) in a conflict. Conclusions. The signs of formed identity for military students are self-acceptance, existing life goals, values, and the absence of internal conflicts, and also the developed ability to overcome stresses, conflicts, frustrations, crises. All critical situations are interconnected. A crisis and a frustration are the most similar. To overcome them, military students need to be taught such technique as “support” and to develop “assertiveness” (self-confidence).

Conflict management styles of nurses at all india institute of medical sciences, New Delhi, India

Background: Conflict is an inevitable and integral part of any work environment including nursing. Unresolved conflicts among nurses may lead to increased errors in patient care, affect their morale, and even increase turnover. Objective: The objective of the study is to determine the conflict-handling styles practiced by newly joined nursing staff working in a tertiary care hospital. Materials and Methods: This descriptive cross-sectional study was conducted on newly joined 297 nurses. Standardized Thomas-Kilmann Conflict Mode Instrument was used to collect the data. Nurses were asked to give answers that characterized their dominant response in a conflict situation. Results: A total of 34.7% nurses used accommodating style for conflict management whereas 30.3% used collaborating style. It was followed by compromising, competing, and avoiding styles of conflict management. Conclusion: There is a need to enhance nurses' conflict management skills which in long run may lead to improvement in the quality of work as well as job satisfaction among nurses.

Andragogy as a Tool to Transform Construction Management Students’ Conflict Management Styles

A common reason for Integrated Project Delivery (IPD) failures is that some construction managers struggled to adjust to IPD’s environment. IPD demands collaborative conflict management. The Thomas-Kilmann Conflict Mode Instrument (TKI) indicates that construction management (CM) students’ conflict management styles tend to be non-cooperative. An inability of a CM student to be collaborative may impede their competitiveness. Students in a CM program at Central Washington University (CWU) were exposed to conflict management through andragogical methods. Methods included active learning games and conflict-infused assignments. This study evaluated how conflict management styles evolved. The Avoiding, Compromising, and Collaborating styles showed significant differences.

Conflict Management Education in the Intensive Care Unit.

Conflicts in medical settings affect both team function and patient care, yet a standardized curriculum for conflict management in clinical teams does not exist. To evaluate the effects of an educational intervention for conflict management on knowledge and perceptions and to identify trends in preferred conflict management style among intensive care unit workers. A conflict management education intervention was created for an intensive care team. The intervention was 1 hour long and incorporated the Thomas-Kilmann Conflict Mode Instrument as well as conflict management concepts, self-reflection, and active learning through discussion and reviewing clinical cases. Descriptive statistics were prepared on the participants' preferred conflict management modes. A pretest/posttest was analyzed to evaluate knowledge and perceptions of conflict before and after the intervention, and 3 open-ended questions on the posttest were reviewed for categories. Forty-nine intensive care providers participated in the intervention. The largest portion of participants had an avoiding conflict management mode (32%), followed by compromising (30%), accommodating (25%), collaborating (9%), and competing (5%). Pretest/posttest data were collected for 31 participants and showed that knowledge (P < .001) and perception (P = .004) scores increased significantly after the conflict management intervention. The conflict management educational intervention improved the participants' knowledge and affected perceptions. Categorization of open-ended questions suggested that intensive care providers are interested in concrete information that will help with conflict resolution, and some participants understood that mindfulness and awareness would improve professional interactions or reduce conflict.

Predominant Conflict Types and Resolution strategies among Nursing Student of Different Cultures

Difference in cultures among student nurses may be sources of conflicts, which if excessive may jeopardize learning process. Aim: The aim of the study is to investigate predominant conflict types and resolution strategies among nursing students with different cultures. It was conducted on 162 Egyptian student and 54 Nigerian Students from all department of faculty of Nursing affiliated to Modern University for Technology and Information (MTI) using an cross sectional design. Methods: The data were collected using a self-administered questionnaire with Thomas-Kilmann Conflict mode Instrument (TKI).Results: The result revealed that the intergroup type of conflict was the most predominant ( 25.9%) among Egyptian nursing students meanwhile inter personal type was the predominant conflict type among Nigerian students(24.1%). Collaborating strategy was predominantly used among Egyptians (23,5%) and Nigerians (24.1%). Hence, different cultures could influence the type of conflict and its management style. Recommendations: The study recommends: co-curriculum activities and training courses in conflict resolutions strategies and different are urgently needed for all students (Egyptian and Nigerian students) to help them to cope with conflict and improve their conflict resolution strategies that which positively affect their achievement and commitment level.

Conflict Management Strategies Utilized by Nurse Managers and its Relationship to Vertical Dyad Linkage with Nurses

Background: Conflict management skill is an essential skill for an effective nurse leader. As inappropriate use of conflict resolution skills leads to degeneration of communication and poor working relationships particularly between nurse leader and their staff nurses. Aim:the current study aimed todetermine the relationship between conflict management strategies used by head nurses, and the quality of vertical dyad linkage at Port Said hospitals. Subjects and Methods: A descriptive correlational design was applied in this study on 31 head nurses and 203 staff nurses working in Port Said General Hospital and Port Said Health Insurance Hospitals, using two tools; the first was Thomas-Kilmann conflict mode instrument to assess head nurses' preferred conflict resolution strategies, and the second was vertical dyad linkage scale from staff nurses point of view. Results: The results of the present study showed more than two-thirds of head nurses (67.7%) used accommodating strategy as a primary method to resolve conflict, followed by compromising strategy used by 51.6% by them to resolve conflict and less than two third (64%) of staff nurses had a neutral relation with their head nurses. Conclusion: Based on the results of the present study, it can be concluded that, there was no statistically significance relation between conflict management strategies used by head nurses, and the quality of vertical dyad linkage in Port-Said hospitals. It was recommended that head nurses should use conflict management styles depending on the situation. In addition to, develop an in-group relationship with as many staff nurses as possible.

AN ACCENTUATED PERSONALITY’S TRAITS AS A FACTOR OF CONFLICT MANAGEMENT STYLES AT WOMEN STUDENTS (A UKRAINIAN SAMPLE)

The article purpose is to present and discuss the results of the empirical study on the frequency, structure of women students’ accentuated traits and such traits influence on their conflict management styles. The study was conducted with 104 undergraduate women students aged of 21-23 years from March 2019 to May 2019. Schmieschek Questionnaire and Thomas-Kilmann Conflict Mode Instrument were used. The article present contradictory facts confirming and, at the same time, denying the significant differences in accentuated traits characteristic for women students in Ukraine and in the Russian Federation. So, it confirms the necessity to diagnose accentuated traits for every new sample with certain age, gender, political, socio-economic, socio-psychological and others peculiarities. Seven out of ten accentuated traits (hyperthymia, rigidity, emotiveness, pedantry, anxiety, cyclothymia, excitation) influence to a some degree on women students’ conflict management styles, besides of others factors. Hyperthymia, rigidity and emotiveness influence the most strongly. Pedantry, anxiety, cyclothymia, excitation have moderate influence. Demonstrativeness, dysthymia, exaltation do not influence considerably. Rigidity, emotiveness, pedantry, and anxiety support some conflict management styles. Hyperthymia, cyclothymia, excitation make a barrier for certain styles. Four types of connections between women students’ accentuated traits and their conflict management styles were formed. These are strong attractive (rigidity and competing, emotiveness and accommodating) and strong blocking (excitation and accommodating, demonstrativeness and avoiding), moderate attractive (anxiety and competing, pedantry and competing, dysthymia and avoiding) and moderate blocking (hyperthymia and avoiding, cyclothymia and accommodating) types.