Psychological Motivation of Conflict Participants as a Factor of Successful Mediation
DOI:
https://doi.org/10.32626/2227-6246.2025-66.50-76Keywords:
mediation, intragroup conflict, psychological motivation, motivational factors, conflict interaction, mediation effectiveness, willingness to cooperateAbstract
The article examines the role of psychological motivation of conflict participants as one of the key factors influencing the effectiveness of mediation in intragroup conflicts. It analyzes the types of motivation that drive parties to engage in the mediation process and their impact on the willingness to cooperate, compromise, and achieve mutual understanding. Particular attention is paid to internal and external motivational factors that may either facilitate or hinder successful conflict resolution. The research findings can be used to improve mediation practices and enhance their effectiveness in social and professional groups.
The aim of the study is to determine the role and influence of psychological motivation of conflict participants on the effectiveness of the mediation process in intragroup conflicts, as well as to identify the main motivational factors that contribute to or obstruct successful resolution.
Research methods. To assess the psychological motivation of conflict participants, three validated methods were used: the Thomas-Kilmann Conflict Mode Instrument (TKI) to identify conflict behavior styles, the Achievement Motivation Scale (AMS) to evaluate the drive for self-affirmation and dominance, and DUTCH method to assess emotional-volitional traits and motivation to maintain relationships.
Research results. A pilot study conducted among 1,000 students of Vinnytsia State Pedagogical University and revealed that the most common conflict behavior style is collaboration (26%), indicating a strong motivation for mutual understanding. Compromise was chosen by 22% of respondents, while competition and avoidance were equally represented (18% each), suggesting partial motivation for dominance or emotional distancing. Accommodation was preferred by 16%, mostly driven by the motivation to preserve relationships. The collaboration style correlates with high emotional stability and low anxiety, while competition is associated with a desire for self-affirmation. The obtained data outline motivational behavior models of students in conflict situations and serve as a foundation for developing mediation programs in educational institutions.
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Copyright (c) 2025 Damzin Andrii
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