Under Psychological Safety Climate: The Beneficial Effects of Teacher-Student Conflict

被引:5
作者
Xie, Ruoying [1 ]
Jiang, Jinzhang [2 ]
Yue, Linkai [1 ]
Ye, Lin [1 ]
An, Dong [3 ]
Liu, Yin [1 ]
机构
[1] Shanghai Jiao Tong Univ, Sch Media & Commun, Shanghai 200240, Peoples R China
[2] Shanghai Jiao Tong Univ, USC SJTU Inst Cultural & Creat Ind, Shanghai 200240, Peoples R China
[3] Southeast Univ, Sch Art, Nanjing 211189, Peoples R China
基金
中国国家自然科学基金;
关键词
teacher-student relationship; cognitive conflict; affective conflict; students' innovative competence; psychological safety climate; COGNITIVE CONFLICT; SCHOOL CLIMATE; HEALTH-CARE; INNOVATION; INVOLVEMENT; ENGAGEMENT; CLASSROOM; BELIEFS; FUTURE; DONT;
D O I
10.3390/ijerph19159300
中图分类号
X [环境科学、安全科学];
学科分类号
08 ; 0830 ;
摘要
Previous studies have mainly focused on the negative effects of teacher-student conflict; the positive effects of conflict have rarely been mentioned. This paper suggests that encouraging conflict could act as a teaching method to improve students' innovative competence. This study has two objectives: (1) to examine how various types of teacher-student conflict affects students' innovative competence and (2) to identify the mediating role of a psychological safety climate in the association between conflict and students' innovative competence. To achieve the objectives, we used evidence from 1207 university students. Multivariable logistic regression analysis revealed that conflicts were associated with students' innovative competence, and the mediation role of a psychological safety climate is significant. Specifically, the results revealed that Cognitive Conflict had significant positive effects on students' innovative competence, whereas Affective Conflict had a significant negative effect on students' innovative competence. In addition, we clarified a psychological safety climate as the boundary condition for the relationship between conflict and students' innovative competence.
引用
收藏
页数:11
相关论文
共 49 条
[1]  
2020, J MATH EDUC-JME, V5, DOI [10.31327/jme.v5i1.1174, 10.31327/jme.v5i1.1174, DOI 10.31327/JME.V5I1.1174]
[2]  
Akhtar N., 2021, J BEHAV SCI, V31, P99
[3]   Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers' beliefs and practices [J].
Bereczki, Eniko Orsolya ;
Karpati, Andrea .
THINKING SKILLS AND CREATIVITY, 2021, 39
[4]   Reaping the Benefits of Task Conflict in Teams: The Critical Role of Team Psychological Safety Climate [J].
Bradley, Bret H. ;
Postlethwaite, Bennett E. ;
Klotz, Anthony C. ;
Hamdani, Maria R. ;
Brown, Kenneth G. .
JOURNAL OF APPLIED PSYCHOLOGY, 2012, 97 (01) :151-158
[5]   The Mediating Effect of Parental Involvement on School Climate and Behavior Problems: School Personnel Perceptions [J].
Caridade, Sonia Maria Martins ;
Sousa, Helder Fernando Pedrosa e ;
Pimenta Dinis, Maria Alzira .
BEHAVIORAL SCIENCES, 2020, 10 (08)
[6]   From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes [J].
Carless, David .
ACTIVE LEARNING IN HIGHER EDUCATION, 2022, 23 (02) :143-153
[7]   A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate [J].
Charlton, Cade T. ;
Moulton, Sara ;
Sabey, Christian V. ;
West, Richard .
JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS, 2021, 23 (03) :185-200
[8]   Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher-student relationship quality and school climate [J].
Civitillo, Sauro ;
Goebel, Kerstin ;
Preusche, Zuzanna ;
Jugert, Philipp .
IMPACT OF MIGRATION ON CHILD AND ADOLESCENT DEVELOPMENT: THE ROLE OF SOCIALIZATION EXPERIENCES IN FAMILY AND SCHOOL, 2021, 177 :77-99
[9]   Managing relationship conflict and the effectiveness of organizational teams [J].
De Dreu, CKW ;
Van Vianen, AEM .
JOURNAL OF ORGANIZATIONAL BEHAVIOR, 2001, 22 (03) :309-328
[10]   The Paradox of Intragroup Conflict: A Meta-Analysis [J].
de Wit, Frank R. C. ;
Greer, Lindred L. ;
Jehn, Karen A. .
JOURNAL OF APPLIED PSYCHOLOGY, 2012, 97 (02) :360-390