Features of the relationship between value orientations and the choice of conflict strategies among students

The purpose of our work is to study the relationship between value orientations and the choice of strategy of behavior in a conflict among students. The object of the study is the value orientations of students. The subject of the study is the relationship between the value orientations of students and strategies of behavior in a conflict. Methods . We used the following diagnostic techniques: «Value Orientations» by M. Rokich, «Diagnostics of the Dominant Strategy of Psychological Defense in Communication» by V. Boyko; the Spearman rank correlation coefficient. Results . When analyzing terminal values, it is noteworthy that students prefer specific values over abstract values. The prevalence of personal life values over professional self-realization values is clearly evident. Among the conflict resolution strategies, students tend to prioritize the «peacefulness» strategy, which may indicate their desire to maintain harmonious relationships. A correlation analysis of the relationships between terminal values and communication strategies revealed a significant positive correlation between the value of «freedom» and the «peacefulness» strategy. The correlation analysis of the relationships between instrumental values and communication strategies revealed the highest level of significance between the value of «sensitivity» and the strategy of «aggression». Conclusion . Thus, we have discovered and proven the relationship between value orientations and conflict behavior strategies among students. Among the conflict behavior strategies, students are dominated by peacefulness. This means that students value harmony in relationships more than their personal interests. This value orientation has a strong negative association with the value of freedom. The study found that most students value conformity and communication. The study revealed that students rarely use the aggression strategy. People who value a productive, active life filled with interesting activities do not tend to avoid conflicts, but rather use them to improve and develop their relationships. This supports the idea that conflict is a sign and necessary companion of development. However, values such as «development», «productive life», «active life», and «knowledge» were indifferent to most students.