The Effect of Self-Regulated Learning on Conflict Resolution Styles in Guidance School Students

The aim of this research was  to study the effect of self-regulated learning on conflict  resolution styles in guidance school students. For this purpose, 240 students (boys & girls) in guidance  school were selected by multi–stage cluster sampling. Two questionnaires were used in this study including Bufard  Self–Regulation questionnaire and rahim organizational conflict inventory –II (ROCI-II(. The collected data were analyzed using Pearson correlation and multiple regression statistical tests. The results showed that self-regulation of cognitive and metacognitive strategies have a significant effect on the styles of conflict resolution, but motivational self-regulation strategy on conflict-solving styles had no significant effect. Also the self-regulated learning strategies have a significant effect on the Collaborating style but self-regulated learning strategies do not have a significant effect on other conflict resolution styles (avoiding & obliging & compromising & dominating). It is concluded that self-regulated learning, constructive conflict resolution style is the best predictor. For this purpose, through educational institutions to educate and promote self-regulated learning basic movement and should be taken seriously

Linking medical faculty stress/burnout to willingness to implement medical school curriculum change: a preliminary investigation

Rationale, aims and objectivesBalancing administrative demands from the medical school while providing patient support and seeking academic advancement can cause personal hardship that ranges from high stress to clinically recognizable conditions such as burnout. Regarding the importance of clinical faculties’ burnout and its effects on different aspects of their professional career, this study was conducted and aimed to evaluate the relationship between willingness to change teaching approaches as characterized by a modified stage‐of‐change model and measures of stress and burnout.MethodsThis descriptive analytic study was conducted on 143 clinical faculty members of Tehran University of Medical Sciences in Iran. Participants were asked to complete three questionnaires: a modified stages of change questionnaire the Maslach Burnout Inventory and the General Health Questionnaire. Data were analysed by SPSS: 16 using non‐parametric statistical tests such as multiple regression and ICC (intra‐class coefficient) and Spearman correlation coefficient test.ResultA significant relationship was found between faculty members’ readiness to change teaching approaches and the subscales of occupational burnout. Specifically, participants with low occupational burnout were more likely to be in the action stage, while those with high burnout were in the attitude or intention stage, which could be understood as not being ready to implement change. There was no significant correlation between general health scores and stage of change. ConclusionsWe found it feasible to measure stages of change as well as stress/burnout in academic doctors. Occupational burnout directly reduces the readiness to change. To have successful academic reform in medical schools, it therefore would be beneficial to assess and manage occupational burnout among clinical faculty members.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/135679/1/jep12439.pd