Strategies of behavior in the conflict of students with different levels of emotional intelligence
The study of conflicts, the personal characteristics of their participants, factors affecting the formation and development of interpersonal and intergroup conflicts and other features, is a rather relevant problem of psychology, despite the variety of existing studies. The study of various aspects of this problem was carried out by both domestic and foreign scientists (G.M. Andreeva, A.A. Bodalev, A.Ya. Antsupov, A.I. Shipilov, I.E. Vorozheykin, A.Ya. Kibanov, D.K. Zakharov, K. Levin, H. Cornelius, S. Fair and others). The author provides a review of studies of various aspects of student behavior in conflict, and also reflects the results of an independent study aimed at studying the prevailing strategies of behavior in conflict of students with different levels of emotional intelligence. The study was conducted using the methodology for diagnosing conflict behavior strategies (K.N. Thomas, adapted by N.V. Grishina) and the questionnaire for emotional intelligence (D.V. Lyusin). The respondents were young men and women aged 20-23 years studying at a university. As a result of the diagnosis of the level of emotional intelligence, two empirical research groups were identified: students with a low and medium level. An analysis of the prevailing student conflict behavior strategies revealed that students with a medium level of emotional intelligence in a conflict situation tend to compromise or collaborate, while students with a low level of emotional intelligence are prone to rivalry. The existence of a relationship between the level of emotional intelligence and the severity of various behavioral strategies in student conflict is also proved.