Argumentativeness and Verbal Aggressiveness: A Review of Recent Theory and Research

Infante, Dominic A.; Rancer, Andrew S.

doi:10.1080/23808985.1996.11678934

Cited by 154 publications

(287 citation statements)

References 3 publications

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“…Finally, results are in accordance with other studies supporting that verbal aggressiveness is negatively related with students' intrinsic motivation and instructors' responsiveness (Bekiari, 2012(Bekiari, , 2014Bekiari, Perkos, & Gerodimos, 2015;Hamilton & Hample, 2011) and positively related with assertiveness (Bekiari & Pylarinou, 2017). Additionally, it is revealed that instructors' personality plays a determinant role in students' behavior, emotions, tactics and attitudes (Horn, 2002;Infante & Rancer, 1996;Rancer & Avtgis, 2014). Moreover, perceived verbal aggressiveness proved to be the most important predictor of students' Machiavellianism, which is in accordance with previous findings showing that instructors' verbal aggressiveness is positively related with students' Machiavellian tactics, such as amoral manipulation, desire for status, desire for control, distrust and antisocial fair play behaviors, such as gamesmanship and cheating (Bekiari, 2017;Hassandra, Bekiari, & Sakellariou, 2007).…”

Section: Discussionsupporting

confidence: 80%

“…), which sometimes leads in physical attack (Piko & Keresztes, 2006). Verbal aggressiveness is defined as attack on an individual's self-concept rather than attack to person's position on a topic of communication aiming at inflicting psychological pain to this person and often involves sat tacks to character or competence, physical appearance, racial features, as well as threats or teasing and cursing (Infante & Rancer, 1996).…”

Section: Introductionmentioning

confidence: 99%

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Verbally Aggressive Instructors and Machiavellian Students: Is the Socio-Communicative Style an Over-Bridging?

Bekiari¹

2017

PSYCH

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Goals of this research are: 1) to examine the role of gender, 2) to explore the relationship between perceived instructors' verbal aggressiveness, socio-communicative style and students' Machiavellian tactics, 3) to investigate the influence of instructors' verbal aggressiveness on their socio-communicative style and students' Machiavellian tactics in physical education context and 4) to propose a students' and instructors' typology which will be the final overbridging of verbal aggressiveness and Machiavellianism through communication style. The sample consisted of 269 students (141 males, 128 females) aged 12 -14 years old (M = 12.6, SD = 0.65) from secondary public schools who completed three types of questionnaires during physical education classes. The results supported the internal consistency of the instruments. According to the results of the study, statistically significant differences were observed in perceived instructors' verbal aggressiveness, responsiveness, assertiveness and students' amoral manipulation, desire for control, desire for status, distrust of others between the genders of the students. Correlational analysis indicated that perceived instructors' verbal aggressiveness was positively related to assertiveness, amoral manipulation, desire for control, desire for status, distrust of others and was negatively related to responsiveness. The results of regression analysis revealed that perceived instructors' verbal aggressiveness could significantly predict the variables of responsiveness, assertiveness, desire for status and distrust of others. Three behavioral types are revealed: 1) the unrestraint, 2) the responsive, and 3) the distrustful, where verbal aggressiveness appears to be connected with Machiavellianism through communication style in these particular combinations.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Verbally Aggressive Instructors and Machiavellian Students: Is the Socio-Communicative Style an Over-Bridging?

Bekiari¹

2017

PSYCH

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“…Through verbal aggressiveness, the development of polite discussions among large groups and organizations is compromised, causing conflict and finally a possible failure [3]. Verbal aggressiveness is a person's tendency to attack the interlocutor's self-perception [4] [5]. Such aggressiveness constitutes part of an individual's personality [6] [7], although it is also the result of the environmental conditions where the individual acts [5].…”

Section: Verbal Aggressivenessmentioning

confidence: 99%

“…Verbal aggressiveness is a person's tendency to attack the interlocutor's self-perception [4] [5]. Such aggressiveness constitutes part of an individual's personality [6] [7], although it is also the result of the environmental conditions where the individual acts [5]. Verbal aggressiveness consists of attacks on the character, the ability, in appearance and in the background, contempt, ridicule, threats, profanity, curses, loud voices, teasing gestures [4] [8]- [14].…”

Section: Verbal Aggressivenessmentioning

confidence: 99%

“…Argumentativeness constitutes an individual's predisposition to oppose its opinions on controversial issues while trying to refute the positions of respondents [5] [43] [44]. [5] have pointed out that argumentative communication "is essential in a democratic society" (p. 320). [45] support that all persons have developed ability to use arguments.…”

Section: Argumentativenessmentioning

confidence: 99%

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Examining Relations of Aggressive Communication in Social Networks

Bekiari¹,

Deliligka²,

Κουστέλιος³

2017

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Aim of this research is the detection of aggressive communication parameters and typology. A network sample of 62 students (male = 32, female = 30) and 4 instructors (male = 2, female = 2) at the physical education and sport sciences dept. at the University of Thessaly has been collected in 2016. A standardized questionnaire consisting of network and non-network part was used. Social network analysis (algebraic analysis) combined with conventional statistics has been used. Basic results are the following ones: Persons dedicated to sport appear to target others and be targeted. Dedication to study content is proved to play a role of a refuge against criticism. High grade and ambition seem to protect against negative comments. Physical qualification (tallness) seems also to discourage rudeness. Spatial-regional discrimination is also revealed. Mockery seems to be even a cause of absence from the courses. A superiorityinduced aggressiveness (on economic basis) has been detected. Threat may be regarded as a behavioral extension of mockery (or inversely). In the course of study time, more aggressive persons emerge who even threat others. High grade students are unattractive for arguing. Internet seems to develop communication stimuli. The tendency for professional distinction is connected with arguing. Younger students show an integration deficit in terms of argumentation. Communicational types (three profiles of targets: "depreciated assaulted", "attractive", "repellent", and two profiles of general involvement: "lively", "controversial") have emerged. A typology of targets is depicting a sharper fragmentation than a typology of general involvement (targeted and acting).

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Emotion regulation mediates relationships between mindfulness facets and aggression dimensions

Garofalo

Gillespie

Velotti

2019

Aggressive Behavior

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Recent years have witnessed an increase of research on socio‐affective factors that can explain individual differences in aggressive tendencies across community and offender populations. Specifically, mindfulness and emotion regulation have emerged as important factors, which could also constitute important prevention and treatment targets. Yet, recent studies have advanced the possibility that mindfulness may also have a “dark” side, being associated with increased levels of aggression‐related variables, especially when accounting for the variance associated with emotion regulation. The present study sought to elucidate relationships among mindfulness, emotion regulation, and aggression dimensions (i.e., verbal and physical aggression, anger, and hostility) across violent offender (N = 397) and community (N = 324) samples. Results revealed expected associations between both mindfulness and emotion regulation and aggression dimensions, such that greater impairments in mindfulness and emotion regulation were related to increased levels of aggression across samples. Further, analyses of indirect effects revealed that a latent emotion dysregulation factor accounted for (i.e., mediated) relationships between mindfulness facets and aggression dimensions in both samples. Previously reported positive associations between the residual variance in mindfulness scales (i.e., controlling for emotion regulation) and aggression‐related variables were not replicated in the current samples. Taken together, findings suggest that mindfulness and emotion regulation have unequivocal relations with lower levels of aggression, and should therefore be considered as relevant targets for prevention and treatment programs aimed at reducing aggressive tendencies.

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Argumentativeness and Verbal Aggressiveness: A Review of Recent Theory and Research

Cited by 154 publications

References 3 publications

Verbally Aggressive Instructors and Machiavellian Students: Is the Socio-Communicative Style an Over-Bridging?

Verbally Aggressive Instructors and Machiavellian Students: Is the Socio-Communicative Style an Over-Bridging?

Examining Relations of Aggressive Communication in Social Networks

Emotion regulation mediates relationships between mindfulness facets and aggression dimensions

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