A longitudinal assessment of trait argumentativeness and verbal aggressiveness between seventh and eighth grades

Prevalence and Predictors of Cyberbullying Perpetration by High School Seniors

“…The reader is referred to Infante (1995) for a review of numerous classroom strategies for reducing verbal aggression. Notably, many of these strategies are already parts of traditional violence and bullying prevention interventions, and the results from numerous studies indicate that it is possible to reduce verbal aggression and related behaviors in junior high and high school students (Evers, Prochaska, Van Marter, Johnson, & Prochaska, 2007;Meyer, Roberto, Boster, & Roberto, 2004;Rancer, Avtgis, Kosberg, & Whitecap, 2000;Rancer, Whitecap, Kosberg, & Avtgis, 1997). …”

Instructors and Students Relations: Argumentativeness, Leadership and Goal Orientations

“…Specifically, it is conceptualized as the predisposition to defend one's position on controversial issues while attempting to refute another person's position [23] [24]. Argumentativeness has been investigated in various fields [25], such as school class [26] [27] [28] [29], workplace [30] [31] [32], family [33] [34] as well as among adolescents [35].…”

Issue Forum: Can we Enhance People's Lives?

“…After receiving one week of training, results demonstrated an increase in trait argumentativeness scores. A follow-up investigation completed seven months to one year later (Rancer, Avtgis, Kosberg, & Whitecap, 2000) revealed that the scores remained at the high levels. Thus, the training in arguing (using a modification of the Inventional System) had immediate results and consequences.…”

“…This unintended effect for verbal aggressiveness is explained by the authors as having a number of possible causes (see Meyer, Roberto, Boster, & Roberto, 2004, for an interesting description of an adolescent control group that appeared to experience a significant increase in verbal aggression). Notably, Rancer et al (2000) suggest that one way to alter their training program would be to place increased emphasis on Infante's ''manag[e] interpersonal relations during an argument.'' A training program designed to improve students' critical thinking while also managing interpersonal conflict was developed by Johnson and Johnson (1989).…”

“…The current empirical evidence suggests that the five component model offered by Infante (FPM), with its fifth point ''manag[e] interpersonal relations during an argument'' could be used with a Peacemaker style program. Because (1) the meta-analysis of Allen et al (1999) demonstrated that virtually any communication skills instruction can enhance critical thinking skills; (2) the Rancer et al (1997Rancer et al ( , 2000 research showed that a modified five part model (FPM) offered by Infante (1988) can be used to enhance arguing (and, therefore, critical thinking) skills; and (3) the two Johnson (1989, 2001) meta-analyses demonstrate that a Peacemaker style program of training individuals to communicate in a respectful, nonaggressive way, with others (i.e., without verbal aggression) can be implemented over a fairly short time period, it seems reasonable to argue for the position that verbal aggression interventions are warranted. Offering the Inventional System alone might result in increased aggression.…”