Argument and verbal aggression in constructive and destructive family and organizational disagreements

Instructor Argumentativeness and Socio-Communicative Style and Student Discipline: Using Physical Education Students’ Class as an Illustration

“…Similarly, these findings support previous research indicating that argumentativeness is a generally constructive trait [20]. Not surprisingly, then, instructors' argumentativeness was closely associated with students' reasons for discipline.…”

“…Also, it is mentioned that for argumentativeness the locus of attack is the other's positions issue and not the other's self-concept [19]. Several studies have revealed the constructive nature of the argumentativeness trait [20] [21]. It is a preventative of physical violence that increases achievement of personal goals [19] [22] and improves relationships by encouraging better solutions to conflict [23].…”

Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration

“…According to the study 1, argumentativeness and verbal aggressiveness are features that co-exist to a person's behavior as has been proved in other studies as well (Infante, Myers, & Buerkel, 1994;Infante & Rancer, 1993;Infante, Trebing, Shepherd, & Seeds, 1984;Myers, 2002;Kim & Yang, 2013). After argumentation begins, the instructor who is not skilled in arguing is also incapable of refuting the position of his opponent.…”

“…Com-Psychology munication between students and teachers is considered a relational process, dynamic, transactional and interdependent, where force is constantly negotiable (Claus, Chory, & Malachowski, 2012;Golish & Olson, 2000;Paulsel & Chory-Assad, 2004). Argumentativeness is a constructive communicational trait, as its results focus and orient to the substance of the message transmitted, without verbally attacking the opponent (Infante, Myers, & Buerkel, 1994;Infante & Rancer, 1996;Rancer & Avtgis, 2006). Therefore, argumentativeness is esteemed a socially productive manner to resolve disagreements comparing to other ways, such as verbal aggressiveness which may result even to abusive behavior (Bekiari, Deliligka, & Koustelios, 2017;Johnson et al, 2007).…”

Exploring Instructors’ Verbal Aggressiveness and Students’ Personal Orientations and Reasons of Discipline in Physical Education Class

“…In all types of relationships, research consistently shows that verbal aggressiveness leads to negative outcomes (Anderson & Martin, 1995;Bekiari, 2012Bekiari, , 2014Bekiari & Manoli, 2016;Bekiari & Sakellariou, 2002;Infante, Myers, & Buerkel, 1994;Infante & Rancer, 1996;Manoli & Bekiari, 2015). Concerning education system, it has been supported that verbal aggressiveness is a demotivating force in the classroom (Gorham & Christophel, 1992) that is negatively related to social, task and physicalattraction (Syrmpas & Bekiari, 2015), perceptions of immediacy (Martin, Weber, & Burant, 1997;Rocca & McCroskey, 1999), student affect toward the course content, the teacher and the recommended course behaviors (Bekiari, 2012;Myers & Knox, 1999;Wrench & Richmond, 2004), motivation climate and satisfaction (Bekiari, 2014;Bekiari, Perkos, & Gerodimos, 2015;Bekiari & Syrmpas, 2015;Claus, Chory, & Malachowski, 2011;Manoli & Bekiari, 2015;Myers, Edwards, Wahl, & Martin, 2007;Myers & Rocca, 2001;Schrodt, 2003), student prosocial fair play (Hassandra, Bekiari & Sakellariou, 2007) and behavior, thinking, motivation Mazer & Stowe, 2016;Richmond & Gorham, 1992).…”