title: The Relationships between Coping, Gender and Personality on the Experience of Interpersonal Conflict at Work

authors: Marovic, Jovana

subjects: interpersonal conflict

abstract: The present study explored the relations between task-based and relationship-based interpersonal conflict and several outcomes of employee well-being and organizational importance, examined the role of coping styles as moderators in the stressor-strain process, and investigated how the individual difference characteristics of gender and personality affect these processes. An online questionnaire measuring task-based and relationship-based interpersonal conflict, dispositional coping styles, job satisfaction, affective organizational commitment, turnover intentions, social dysfunction, loss of confidence, anxiety and depression, and several personality dispositions was completed by 178 participants working in the Toronto, Ontario region. All of the participants worked in the IT industry and were recruited from a single organization and the business-orientated networking site LinkedIn. Results showed that both task-based and relationship-based interpersonal conflict were negatively correlated with job satisfaction and affective organizational commitment, and positively correlated with turnover intentions, social dysfunction, loss of confidence, and anxiety and depression. The coping styles of problem-focused, emotion-focused and avoidance moderated several of the relationships between task-based and relationship-based interpersonal conflict and the criterion variables. No gender differences were found in perceptions of relationship-based interpersonal conflict. When faced with relationship-based interpersonal conflict, female employees indicated significantly lower levels of job satisfaction than their male counterparts. While no gender differences were found in the reported use of the problem-focused coping style, female employees reported using the emotion-focused and avoidance coping styles more often than their male counterparts.Conscientiousness, Neuroticism, and Locus of Control were examined as direct and moderator variables in the experience if interpersonal conflict at work. Conscientiousness was negatively correlated with perceptions of task-based and relationship-based interpersonal conflict, while Neuroticism was positively correlated with perceptions of both. Internal Locus of Control was positively correlated with perceptions of task-based interpersonal and did not show a significant correlation with relationship-based interpersonal conflict. Both Neuroticism and Conscientiousness moderated the relationships between task-based and relationship-based interpersonal conflict and the coping styles of problem-focused, emotion-focused and avoidance. Findings indicated that Locus of Control did not moderate any of the relationships between both types of interpersonal conflict and the coping styles. Limitations and strengths of the present research are discussed in the final chapter, along with recommendations for future research, practical implications, and a conclusion is drawn from the findings presented.

text: The Relationships between Coping, Gender and Personality on the Experience of Interpersonal Conflict at Work The present study explored the relations between task-based and relationship-based interpersonal conflict and several outcomes of employee well-being and organizational importance, examined the role of coping styles as moderators in the stressor-strain process, and investigated how the individual difference characteristics of gender and personality affect these processes. An online questionnaire measuring task-based and relationship-based interpersonal conflict, dispositional coping styles, job satisfaction, affective organizational commitment, turnover intentions, social dysfunction, loss of confidence, anxiety and depression, and several personality dispositions was completed by 178 participants working in the Toronto, Ontario region. All of the participants worked in the IT industry and were recruited from a single organization and the business-orientated networking site LinkedIn. Results showed that both task-based and relationship-based interpersonal conflict were negatively correlated with job satisfaction and affective organizational commitment, and positively correlated with turnover intentions, social dysfunction, loss of confidence, and anxiety and depression. The coping styles of problem-focused, emotion-focused and avoidance moderated several of the relationships between task-based and relationship-based interpersonal conflict and the criterion variables. No gender differences were found in perceptions of relationship-based interpersonal conflict. When faced with relationship-based interpersonal conflict, female employees indicated significantly lower levels of job satisfaction than their male counterparts. While no gender differences were found in the reported use of the problem-focused coping style, female employees reported using the emotion-focused and avoidance coping styles more often than their male counterparts.Conscientiousness, Neuroticism, and Locus of Control were examined as direct and moderator variables in the experience if interpersonal conflict at work. Conscientiousness was negatively correlated with perceptions of task-based and relationship-based interpersonal conflict, while Neuroticism was positively correlated with perceptions of both. Internal Locus of Control was positively correlated with perceptions of task-based interpersonal and did not show a significant correlation with relationship-based interpersonal conflict. Both Neuroticism and Conscientiousness moderated the relationships between task-based and relationship-based interpersonal conflict and the coping styles of problem-focused, emotion-focused and avoidance. Findings indicated that Locus of Control did not moderate any of the relationships between both types of interpersonal conflict and the coping styles. Limitations and strengths of the present research are discussed in the final chapter, along with recommendations for future research, practical implications, and a conclusion is drawn from the findings presented.

year: 2011

title: Age composition, growth, and reproduction of koi carp (Cyprinus carpio L.) in the lower Waikato, New Zealand

authors: Tempero, Grant Wayne

subjects: Polyacrylamide degradation

abstract: A total of 566 koi carp (Cyprinus carpio) from the lower Waikato region were aged from scales and opercular bones, and growth was modelled with the von Bertalanffy growth function. There was no difference in growth rate between male and female carp. Growth of koi carp between zero and 3 years of age was lower than that of common carp in Europe and Australia. However, after 5 years of age the growth of koi carp was higher than that of common carp in Europe, but still below that of carp in Australia. Males rarely lived in excess of 8 years, whereas females lived to 12 years. Mean total fecundity calculated from 44 running-ripe females was 299 000 oocytes (±195 600 SD) (range 29 800–771 000). Relative fecundity ranged from 19 300 to 216 000 oocytes kg–1 total body weight, with a mean of 97 200 (±35 000 SD) oocytes kg–1. Feral koi carp in the Waikato are capable of multiple spawnings within their lifetimes. Within a spawning season, Waikato populations of feral koi carp contained females that spawned once, and females that had the potential to have spawned repeatedly. Female gonadosomatic index (GSI) varied with season and was negatively related to water temperature.

text: Age composition, growth, and reproduction of koi carp (Cyprinus carpio L.) in the lower Waikato, New Zealand A total of 566 koi carp (Cyprinus carpio) from the lower Waikato region were aged from scales and opercular bones, and growth was modelled with the von Bertalanffy growth function. There was no difference in growth rate between male and female carp. Growth of koi carp between zero and 3 years of age was lower than that of common carp in Europe and Australia. However, after 5 years of age the growth of koi carp was higher than that of common carp in Europe, but still below that of carp in Australia. Males rarely lived in excess of 8 years, whereas females lived to 12 years. Mean total fecundity calculated from 44 running-ripe females was 299 000 oocytes (±195 600 SD) (range 29 800–771 000). Relative fecundity ranged from 19 300 to 216 000 oocytes kg–1 total body weight, with a mean of 97 200 (±35 000 SD) oocytes kg–1. Feral koi carp in the Waikato are capable of multiple spawnings within their lifetimes. Within a spawning season, Waikato populations of feral koi carp contained females that spawned once, and females that had the potential to have spawned repeatedly. Female gonadosomatic index (GSI) varied with season and was negatively related to water temperature.

year: 2006

title: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment?

authors: Lemon, Katrina Suezanne

subjects: Alternative Education

abstract: This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

text: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment? This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

year: 2017