Learning from Conflict

Butera, Fabrizio; Darnon, Céline; Mugny, Gabriel

doi:10.1002/9781444390841.ch3

Cited by 26 publications

(15 citation statements)

References 59 publications

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“…For instance, teachers regularly report that group-work configurations lead to fruitful interactions within small groups [64,65], but also to conflicts of interest involving leadership and control of group activities. Because group-work arrangements, including CL, generate both expected epistemic conflicts and less-expected social conflicts between students [66], researchers might also be interested in the second behavioral tendency to bridge the knowledge between their research topic and the real world of education. This suggests researchers interact with teachers in selecting measures to assess the impact of CL strategies on changes in classroom practices.…”

Section: Fostering "In-class" Research Closer To Real Teaching Practicesmentioning

confidence: 99%

Designing and Implementing a Sustainable Cooperative Learning in Physical Education: A Pre-Service Teachers’ Socialization Issue

et al. 2021

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The socialization of pre-service teachers (PSTs) depends on various actors. Researchers help them to build knowledge about variables that impact teaching models, including cooperative learning (CL). School teachers help them to efficiently implement teaching–learning environments, including CL configurations in real classrooms. However, these two tutors are insufficiently related to the aim of assisting novice physical education (PE) teachers to play a pivotal role in the transition to sustainable CL practices. Insufficient opportunities are provided for helping PE-PSTs to consider instructional precautions coming back on the theoretical foundations and practical barriers to CL implementation. Therefore, our purpose is to examine the conditions in which synergy between research and professional training may be strengthened to prepare PE-PSTs to durably establish CL in school curricula. The threefold aim of this paper is to examine whether PE-PSTs may be: (a) involved in research for opening new avenues in conducting their project under the researcher’s supervision in four main perspectives of CL, (b) trained in CL designs while experiencing instructional approaches and developing competencies to cope with constraints on information sharing, and (c) professionally socialized through the relevant connection between research and applied practice for progressively accessing a realistic and sustainable vision of CL.

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Section: Fostering "In-class" Research Closer To Real Teaching Practicesmentioning

confidence: 99%

Designing and Implementing a Sustainable Cooperative Learning in Physical Education: A Pre-Service Teachers’ Socialization Issue

et al. 2021

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“…They more notably stressed the importance of inter-individual disagreement (for a review, see Butera, Damon, & Mugny, 2010;Levine, Resnick. & Higgins, 1993; see also Kruger, 1993).…”

Section: Conflict Regulationmentioning

confidence: 99%

To confirm or to conform? Performance goals as a regulator of conflict with more-competent others.

Sommet¹,

Darnon²,

Butera³

2015

Journal of Educational Psychology

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Despite the fact that most competence-relevant settings are socially relevant settings, the interpersonal effects of achievement goals have been understudied. This is all the more surprising in the case of performance goals, for which self-competence is assessed using an other-referenced standard. In the present research, performance goals are conceived as a social tool for regulating interpersonal behaviors with more-competent others. In the confrontation with a more-(vs. equally) competent disagreeing partner, performance-approach goals (focus on approaching normative competence) should be associated with more-dominant behavior (i.e., competitive conflict regulation), whereas performance-avoidance goals (focus on avoiding normative incompetence) should be associated with more-submissive behavior (i.e., protective conflict regulation). Four studies give support to these predictions with self-reported conflict regulation measures (Studies 1 and 3) and evaluation of models associated with self-confirmation and compliance (Study 2) and conflict regulation behaviors (Study 4). Theoretical contributions to both the literature on achievement goals and that on socio-cognidve conflict, as well as practical implications for the issue of competence asymmetry in educational settings, are discussed.

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“…The literature on conflict regulation (Buchs, Butera, Mugny, & Darnon, 2004;Doise & Mugny, 1984) has argued that being confronted with a coactor's diverging point of view elicits a 'socio-cognitive conflict', a conflict that is both social (i.e., a disagreement between two persons) and cognitive (i.e., doubts arise about the most adequate answer). Socio-cognitive conflict can be regulated in two ways: Focusing on the task and the answers ('epistemic conflict regulation'), or focusing on relative levels of competence and demonstrating one's own superiority (or at least avoiding showing one's own inferiority), namely 'relational conflict regulation' (Buchs et al, 2004;Butera, Darnon, & Mugny, 2010;Mugny, Paolis, & Carugati, 1984; see also Jehn, 1995, for a similar distinction).…”

Section: Relational Conflict Regulationmentioning

confidence: 99%

Performance goals in conflictual social interactions: Towards the distinction between two modes of relational conflict regulation

Sommet

Darnon

Mugny

et al. 2012

British J Social Psychol

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Socio-cognitive conflict has been defined as a situation of confrontation with a disagreeing other. Previous research suggests that individuals can regulate conflict in a relational way, namely by focusing on social comparison between relative levels of competences. Relational conflict regulation has been described as yielding particularly negative effects on social interactions and learning, but has been understudied. The present research addresses the question of the origin of relational conflict regulation by introducing a fundamental distinction between two types of regulation, one based on the affirmation of one's own point of view and the invalidation of the other's (i.e., 'competitive' regulation), the other corresponding to the protection of self-competence via compliance (i.e., 'protective' regulation). Three studies show that these modes of relational conflict regulation result from the endorsement of distinct performance goals, respectively, performance-approach goals (trying to outperform others) and performance-avoidance goals (avoiding performing more poorly than others). Theoretical implications for the literature on both conflict regulation and achievement goals are discussed.

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Learning from Conflict

Cited by 26 publications

References 59 publications

Designing and Implementing a Sustainable Cooperative Learning in Physical Education: A Pre-Service Teachers’ Socialization Issue

Designing and Implementing a Sustainable Cooperative Learning in Physical Education: A Pre-Service Teachers’ Socialization Issue

To confirm or to conform? Performance goals as a regulator of conflict with more-competent others.

Performance goals in conflictual social interactions: Towards the distinction between two modes of relational conflict regulation

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