Diagnosing Interpersonal Relationships Among University Students

Abstract

A persistent developmental-psychology question concerns how affiliation, cooperation, and conflict regulation are distributed within university peer groups and how these dimensions can be assessed in a compact diagnostic model. This study used a cross-sectional diagnostic survey with N=120 university students and a validated interpersonal-relationship instrument. The assessment classified 38 participants (31.7 %) as favorable, 56 (46.6 %) as moderate, and 26 (21.7 %) as unfavorable. The total score was M=79.6, SD=14.8, with a range of 42–118; subgroup values were M=96.4, SD=8.7, range 82–118 for the favorable profile, M=78.1, SD=6.9, range 65–91 for the moderate profile, and M=58.7, SD=7.4, range 42–70 for the unfavorable profile. The predominance of the moderate profile, alongside a 21.7 % unfavorable share, indicates a meaningful developmental-support need. The study contributes a structured baseline model that links three observable relationship domains with profile-level diagnostic interpretation for subsequent longitudinal assessment.

Keywords

affiliation • conflict regulation • cooperation • cross-sectional survey • higher-education youth • peer interaction • psychological assessment • Uzbekistan.

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