The study examined the effects of perceptions of instructor's verbal aggressiveness on students' affective learning, and, in particular, students' affect toward the course, course-related behaviour, the instructor, as well as students' satisfaction as a function of perceived verbal aggressiveness by the instructor. Furthermore, the study aimed to examine the psychometric integrity of the affective learning scale employed. The sample comprised 146 physical education undergraduate students (18-22 years old, M = 18.9, SD = 1.0). Results of a confirmatory factor analysis provided support for the factorial validity of the affective learning measure. Correlational analysis revealed a negative relationship between perceived verbal aggressiveness of the instructor and students' affect toward the course, course-related behaviour and the instructor, and students' satisfaction. The results of regression analysis revealed that perceived verbal aggression could significantly predict all the dependent variables; the prediction was particularly high for students' affect towards the instructor and students' satisfaction. Findings and implications for teachers' type of communication were discussed and future research suggestions were made.

The purpose of the study was to examine intrinsic motivation of athletes and its relation with instructors' verbal aggressiveness and leadership style. The sample of the study consisted of 168 athletes (95 boys and 73 girls), 15 -19 years old (M = 16.5, SD = 0.5), participating in different individual and team sports (basketball, volleyball, football, long jump, pole vault, 200 m). Every participant completed three questionnaires, the Verbal Aggressiveness Questionnaire, the Intrinsic Motivation Inventory, and the Leadership Scale for Sports. The results revealed differences existing among variables of the instruments in terms of sex and type of sport (individual or team sport and contact or non contact sport). Pearson correlation revealed a significant positive relationship of coaches' verbal aggressiveness with anxiety, autocratic style, and a negative significant relationship concerning coaches' verbal aggression with enjoyment, ability, effort, and democratic style. Findings and implications for instructors' type of communication were discussed and future research suggestions were included.

Analyzing a network sample of 67 students and professors at university physical education class, the authors aim to detect informal structures (hierarchies of targeting of verbal aggressiveness and interpersonal attractiveness), to point out determinants of these structural properties, and to formulate a typology of verbal aggression targets and attractive persons. Complete network analysis was applied on the sample. Four network analysis centrality indicators were used: in-degree, Katz status, pagerank and authority. Non-network and network determinants of being target of verbal aggressiveness or attractive were discussed. Basic results of the study were that, at least in particular university milieu the verbal aggressiveness does not seem to depend on the education level of the parents. Male nodes seem to be quite susceptible to become a target of verbal aggressiveness and also to be physically attracted (especially, of course, by female nodes). The professor that the students appreciate proves to be a determinant of targeting students for verbal aggressiveness. The appreciation proved to be related with social and physical attractiveness while the task attractiveness seems to be significantly correlated with the friends number. As for the attractiveness, the following types were proposed: a) the "perfect image": the one who is socially and physically attractive tends also to be task attractive and b) the "handsome" is the socially attractive. Regarding verbal aggressiveness in combination with attractiveness, two types of target emerged: a) the "immune star", namely a person who exerts social, physical and task attractiveness, without being a target, and b) the "targeted star", who attracts being a target.

The aim of the present study was threefold: a) to explore the relationship between perceived instructor verbal aggressiveness, leadership style, motivational climate and student Machiavellianism, b) to investigate the influence of instructor verbal aggressiveness on their leadership style, motivational climate and student Machiavellianism in physical education context and c) to propose students’ and instructors’ typology. The sample consisted of 247 Greek students (128 males, 119 females) aged 14-17 years old (M=15.4, SD=.49) from secondary schools who completed four types of questionnaires during physical education classes. The results supported the internal consistency of the instruments. Statistically significant differences were observed in instructors’ verbal aggressiveness, autocratic leadership teaching style, democratic leadership style and students’ Machiavellianism between the two genders of the students. Perceived instructors’ verbal aggressiveness was negatively related to their democratic teaching style and mastery climate. Also, there was a positive significant relationship between instructors’ verbal aggressiveness and autocratic teaching style, performance climate and students’ Machiavellianism. The results of regression analysis revealed that perceived instructors’ verbal aggressiveness could significantly predict the variables of leadership teaching style, motivational climate and students’ Machiavellianism. Distinct types of relations between students and instructors may be distinguished: the “insurrection”, the “acceptance of authoritarianism” and the “effective democracy”. The findings and the effects of the instructors’ verbal aggressiveness on leadership style, motivational climate and students’ Machiavellianism are further discussed and future research issues are suggested.

Aim of this research is to suggest indicators, based on social network analysis, that distinguish superficial, idiosyncratic and strategic verbal aggressiveness. Two classes of an adult education school (at secondary level) in a prison have been selected as network samples (A class = 23 and B class = 12 prisoners). Complete network analysis has been applied, using standardized questionnaires. The network variables have further processed through Pearson correlation. Indicators of superficial and pure roles, particularly incremental and proportional behavior, have been applied in two forms of verbal aggressiveness (criticism and threatening). The superficial behavior (SB: outdegree of verbal aggressiveness) seems to be a quite sensitive indicator, as it presents correlations with various other relational forms of familiarity, aggressiveness and appreciation/socialization. The incremental behavior (IB: difference of received from outgoing actions) is also a sensitive indicator, revealing, however, different results. Pure aggressiveness (in terms of difference) seems to be related with quite different causes and/or occasions than the superficial aggressiveness. Incremental behavior is likely to be at first place driven by the idiosyncrasy rather than by exogenous factors and seems to constitute a completely different notion than the SB. The proportional behavior (PB: ration of outgoing to the received actions) of aggression is a quite insensitive indicator, as it depends only on a few behavioral variables. It seems to reveal a rational strategy of adaptability. Thus, it characteristically differs from the indicators of superficiality (expressing reciprocity patterns) and of the incremental aggressiveness (expressing individualism).

In this study, relations among physical education instructors' verbal aggressiveness were examined as perceived by students and students' affective learning. The sample consisted of 297 students (approx. 50% males and 50% females) aged 9 -12 years old (M = 11.2, SD = 0.68) from primary schools who completed two types of questionnaires during physical education classes. Statistically significant differences were observed in affect towards recommended course behavior between the two genders of the students. ANOVA's findings supported that there was a significant dependence between classes on the factors of affect towards course content and affect towards recommended course behavior. Correlational analysis indicated that perceived instructors' verbal aggressiveness was negatively related to affect towards course content, affect towards recommended course behavior and affect towards the instructor. The results of regression analysis revealed that perceived instructors' verbal aggressiveness could significantly predict the variables of affect towards the instructor. Distinct types of students are also proposed: 1) the "full affected" and 2) the "behaviorally affected" student.

This study is aiming at: 1) exploring the relationship between perceived teachers verbal aggressiveness, interpersonal attraction and student intrinsic motivation; 2) investigating the influence of teachers verbal aggressiveness on their interpersonal attraction and student intrinsic motivation in physical education context and 3) proposing a students' and teachers' typology. The sample consisted of 223 Greek students (125 males, 98 females) aged 10-12 years old (M = 11.2, SD = 0.49) from primary schools. The results supported the internal consistency of the instruments. Statistically significant differences were observed in instructors' verbal aggressiveness, physical attraction, enjoyment/importance, competence and pressure/tension between the genders of the students. ANOVA's findings supported that there was a significant dependence between schools regions on the factors of effort/interest and pressure/tension. Perceived instructors' verbal aggressiveness was negatively related to social attraction, task attraction, physical attraction, enjoyment/importance, effort/interest and competence, while there was a positive significant relationship between verbal aggressiveness and pressure/tension. The results of regression analysis revealed that perceived instructors' verbal aggressiveness could significantly predict the variables of social, physical attraction and students' effort/interest, competence and pressure/tension. Distinct types of relations between students and instructors may be distinguished: The "motivation by attraction" and "student autonomy".

Aim of this study: is a) to detect informal structures (power and position in structures of targeting of verbal aggression) among higher education students, b) to analyze determinants of these structural properties, and c) to propose a typology of verbal aggression targets. Complete network analysis was applied on a sample of a 53 students in Physical Education Faculty, Thessaly University, Greece. Four network analysis algorithms were used: in-degree, Katz status, pagerank, authority. Non-network and network determinants of being target of verbal aggressiveness were analyzed. Gender (particularly femaleness), high grade of school graduation and parents education level protect from verbal aggressiveness while interest in postgraduate study seems to provoke criticism. Ignoring public opinion and intimacy with many "close friends" are positively correlated with verbal aggressiveness. Young (and not old-fashioned) appearance, imposing and eccentric appearance characteristics seem to protect against verbal aggressiveness. Big corporal size, dark skin colors seem to provoke insults in case of female students. Eminent economic state is also provocative as it implies pretentiousness. Phone verbal aggressiveness appears mainly among male students. Eminent qualities such as "good friend", "desirable partner" etc make someone an eminent target for verbal aggressiveness. Verbal aggressiveness presents a catholic character and thus seems to be destructive and not constructive. Intellectual abilities (weaknesses) constitute a verbal aggressiveness target core. The following types of verbal aggressiveness targets are proposed: a) the "general "black sheep"", b) the "contemptible type", c) the "bagger" type, d) the "victim of mockers" and e) the "victim of serial criticizers".