MEDIATION IN EDUCATION AS A MEANS OF TRANSFORMING CONFLICT BEHAVIOR

Abstract

The article examines motivational readiness as a psychological prerequisite for the constructive resolution of group conflicts in higher education institutions. The main mediation strategies used to neutralize conflict situations in the student environment are analyzed. The relationship between the level of motivational readiness of the participants in the educational process and the effectiveness of mediation intervention is substantiated. A model for integrating the motivational component into mediation practice is proposed, which contributes to the formation of a culture of dialogue, tolerance, and social responsibility. The research results can be applied in the training of mediators, psychologists, educators, and administrative staff of higher education institutions.

The article presents the results of an empirical study of students’ motivational behavior types in conflict situations. It was found that most respondents (62%) demonstrate prosocial motivation, which correlates with a focus on cooperation, compromise, and fair conflict resolution. Egocentric motivation was identified in 25% of participants, and avoidant or passive motivation — in 13%. Analysis of situational anxiety revealed elevated levels in 47% of students, associated with externally motivated behavioral strategies. Behavioral styles, assessed by the ROCI-II method, showed the predominance of integrative (54%) and compromising (31%) approaches. Physiological indicators (HRV, GSR) confirmed the relationship between intrinsic motivation and emotional stability. Correlation analysis revealed a positive association between intrinsic motivation and prosocial strategies, as well as a negative relationship between external motivation and physiological regulation. Gender differences indicated that female students more often display empathetic and compromise-oriented motivation and lower anxiety levels, emphasizing the role of emotional competence in forming adaptive behavior.

The study demonstrates that the dominant type of motivation among students in conflict situations within the educational environment is prosocial orientation, which correlates with constructive behavioral strategies and stable psychophysiological reactions. At the same time, a subgroup of students with heightened anxiety and externally motivated reactions accompanied by emotional instability was identified. The obtained results confirm the importance of developing intrinsic motivation, emotional self-regulation, and constructive communication skills as key factors of psychological well-being and social adaptation of students.