Interpersonal Conflicts among Learners of English in Japanese University Classrooms

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  • 日本人大学生の講義内における 対人関係のコンフリクトについて
  • Interpersonal Conflicts among Learners of English in Japanese University Classrooms : Using Factor Analysis
  • Using Factor Analysis
  • 因子分析を使って

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Abstract

This study asked whether pairing students for classwork is likely to produce conflict.　By interviewing fourteen Japanese university nursing students (volunteers) in 2011, I learned of five reasons for conflict: avoiding eye contact, gender difference and partners who do not bring the right books, have low motivation or refuse to express opinions.　However, conflict in groups is ubiquitous (Forsyth, 1999)1); moreover, Wilson and Hanna (1993)2) often discern its positive outcomes.　I wondered what kinds of interpersonal conflict affect Japanese university students, knowing that, poorly handled, conflicts become group problems while remaining personal for individuals (ibid. p. 273). 　From questionnaires to seven Japanese universities (388 respondents) in 2012, I gathered data to assess the level of conflict in 19 areas and students' strategies for handling it.　Factor analysis, using the Rotation Method, Promax, Kaiser Normalization and the Factor Correlation Matrix, yielded three factors: 1) Self-centeredness (alpha = .800), 2) Intolerance (alpha = .818) and 3) Low input (alpha = .875).　The Cronbach's Alpha result was. 929, but the cumulative percentage was only 57.952, not high enough. 　Significantly, the respondents lacked tolerance of others' opinions.　I found that what brings them into conflict are also such things as communication difficulties, misunderstandings and false perceptions, incompatible personalities and clashes or differences in values, objectives, expectation and motives.　They have not found adequate strategies to deal with the conflicts.

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