Title: Dishonest Self-Monitoring and Relationship Conflict of Undergraduate Students: The Effect of Gender
Stream: Higher Education
Presentation Type: Oral Presentation
Authors:
Takt Shishido, Musashino University, Japan
Abstract:
1. Research Goal. Self-monitoring (the ability to regulate behavior to accommodate social situations) is required for a good relationship, and thus universities try to improve the student's self-monitoring ability. It is assumed there that the self-monitoring is beneficial; however, the quantitative data collected from undergraduate students surprisingly showed that the self-monitoring significantly increased unfavorable relationship conflicts in classroom. The goal of this study is to explain the counter-intuitive results. 2. Hypothesis Development. Dishonest person may try to utilize self-monitoring for a relationship building strategy, but his/her self-centered hidden agendas and motivation are sometimes detected by others and this may lead to relationship conflicts. This means that self-monitoring, when combined with low honesty, can increase relationship conflicts. In addition, we predict a moderator role of gender, because men and women are expected different roles in interpersonal relationships, according to social role theory. 3. Method. Data were collected from 187 Japanese undergraduate students (48.1% men and 51.9% women; mean age = 19.65 years) by questionnaire. 4. Results. The regression analysis showed a significant three-way interaction effect between self-monitoring, honesty, and gender on relationship conflict in classroom, in which self-monitoring significantly increased relationship conflict only among male students with a lower level of honesty. 5. Conclusion and Discussion. Dishonest self-monitoring worsens interpersonal relationships among men. Therefore, universities should be aware of a negative side effect of teaching "strategic" self-monitoring to male students.
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