Enhancing Student Motivation at College Level through Effective Conflict Management Strategies

Abstract

This study investigated the impact of conflict management strategies (task, relationship, and value) on college students' motivation toward learning. A sample of 392 students from the intermediate classes in public and private colleges from urban and rural areas participated. Data were collected using a self-developed rating scale and analyzed with SPSS software. The results revealed that task conflict management showed little variations between school types, relation and value conflict management significantly affected motivation, with public schools outperforming private ones. Gender-based differences were noted in the relationship conflict management, with male respondents displaying lower motivation levels. Urban schools generally exhibited lower motivation than rural schools across all conflict resolution categories.