ScholarWorks@숙명여자대학교

초록

Learners often encounter conflicts with different opinions in their academic situations. In such cases, they manage conflicts in various ways. This study examined the profiles of college students’ sociocognitive conflict regulation and analyzed the relations of the profiles with predictive variables (i.e., competence and cooperative and competitive attitudes) and criterion variables (i.e., engagement). A latent profile analysis was conducted on 312 university students (73.4% female) based on their sociocognitive conflict regulation types (i.e., constructive, concurrence-seeking, competitive, and protective regulations). The latent profile analysis revealed four profiles: ‘Constructive Regulation Type (8%)’ showing a high level of constructive regulation, ‘Cognitive Regulation Type (49%)’ demonstrating high levels in two cognitive regulation types, ‘Intermediate Mixed Type (38%)’ with overall moderate levels in all conflict regulation types, and ‘High Mixed Type (5%)’ characterized by high levels in all regulation types. According to the multiple logistic regression analysis, learners with high competence and cooperative attitudes were more likely to belong to the ‘Constructive Regulation Type,’ while those with a high level of competitive attitudes were less likely to belong to this type. Furthermore, the engagement level of the ‘Intermediate Mixed Type’ was the lowest among the four profiles. These results suggest that support should prioritize learners in the ‘Intermediate Mixed Type (38%)’ that even showed the relatively high proportion. To this end, it is essential to support learners’ competence, create a cooperative learning environment, and eliminate competitive environmental factors.

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