Coaches' Verbal Aggressiveness and Motivational Climate as Predictors of Athletes’ Satisfaction

Bekiari, Alexandra; Syrmpas, Ioannis

doi:10.9734/bjesbs/2015/17757

Cited by 37 publications

(22 citation statements)

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“…The results of the present study are compatible with these of previous research suggesting that instructors' argumentativeness helped students express themselves freely improving their self-confidence and learning [9] [92]. Further research supported that instructors' personality plays a determinant role in the relationship with their students and influences their behavior, emotions, tactics and attitudes [78] [79] [93].…”

Section: Discussionsupporting

confidence: 90%

Instructors and Students Relations: Argumentativeness, Leadership and Goal Orientations

Bekiari¹,

Balla²

2017

JSS

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Focusing on argumentativeness, leadership and personal orientations, this study aims at: a) investigating the differences concerning gender and class, b) examining the relation between perceived instructors' argumentativeness, teaching leadership style and students' goal orientations, c) investigating the influence of instructors' argumentativeness on their leadership style and students' goal orientations in physical education context and d) proposing a students' and instructors' typology. The sample consisted of 260 students (127 males, 133 females) aged 10 -12 years old (M = 11.2, SD = 0.67) from primary 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 students' ego orientation between the genders and the classes of the students. Correlational analysis indicated that perceived instructors' argumentativeness was positively related to democratic teaching leadership style, students' task orientations and was negatively related to autocratic teaching leadership style, students' ego orientations. The results of regression analysis revealed that perceived instructors' argumentativeness could significantly predict the variables of teaching leadership style and students' goal orientations. Four behavioral types are revealed: 1) "learning by democracy and arguing", 2) "just democracy and arguing", 3) "just ego without learning" and 4) "learning by arguing".

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Section: Discussionsupporting

confidence: 90%

Instructors and Students Relations: Argumentativeness, Leadership and Goal Orientations

Bekiari¹,

Balla²

2017

JSS

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“…However, the finding in this specific case is in contrast with Bekiari (2014), Bekiari (2017b), , Bekiari and Petanidis (2016), Bekiari and Syrmpas (2015), Infante and Gorden (1989). Furthermore, 9 th grade proved to have higher score in verbal aggressiveness, 7 th grade in argumentativeness and mastery climate.…”

Section: Discussion and Challenges For Future Researchcontrasting

confidence: 57%

Multi-Parametric Analysis of Aggressive Communication and Motivation Climate in Physical Education

Deliligka¹,

Bekiari²

2018

PSYCH

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The purpose of this study was to examine verbal aggressiveness, argumentativeness and motivation climate in a multi-parametric context. Nine hundred and three (903) students (448 males, 455 females), whose age varied from 10 to 17 years old (M = 13.8, SD = 2.3), participated in this study. The findings revealed that instructors' verbal aggressiveness was positively related to performance climate and negatively to argumentativeness and mastery climate, while argumentativeness was positively related to mastery climate. Additionally, the multiple regression analysis presented that argumentativeness and the created motivational climate were negative predictors of verbal aggressiveness. High school students perceive their instructor more argumentative and reported the lower score on performance climate. Urban schools presented higher levels on verbal aggressiveness and performance climate. Students from 9 th grade proved to have higher score in verbal aggressiveness, 7 th grade in argumentativeness and mastery climate. Finally, students from 6 th grade perceived that their instructors created performance climate in higher levels. Furthermore, Mancova indicated that the covariates, mastery and performance climate explained a statistically significant proportion of variance of verbal aggressiveness and argumentativeness between classes. Moreover, instructors who use low level of verbal aggressiveness proved to have higher score in argumentativeness and mastery climate. Also, high level of verbal aggressiveness was presented in performance climate. Finally, Ancova reported that argumentativeness was a significant covariate of verbal aggressiveness on performance climate.

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“…Verbal aggression can prove destructive in interpersonal relationships, as it produces emotions like sadness, irritation, anger and discouragement to the recipient, or results in physical aggression and violence [3]. Verbal aggressiveness is correlated with a negative climate in the classroom and little engagement during the lesson [4], restricted satisfaction and intrinsic motivation [5] [6], increasing anxiety [7], negative affective learning [8] [9] [10], decreased interpersonal attraction [11] [12] [13], increasing Machiavellianism [14] and undemocratic style of leadership [14] [15]. Verbal aggressiveness also restricts communication inside or outside the classroom [16] [17].…”

Section: Verbal Aggressivenessmentioning

confidence: 99%

Typology of Motivation and Aggression on the Basis of Social Network Variables: Examples of Complementary and Nested Behavioral Types through Conventional Statistics

Bekiari¹,

Nikolaidou²,

Hasanagas³

2017

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Goal of this research is to suggest a typology of verbal aggressiveness, argumentativeness and motivational climate influence, pointing out examples of complementary types (namely containing no identical components) and nested types (containing identical components). Complete network analysis was conducted in a student class at the Dept. of Physical Education and Sport Sciences, University of Thessaly (N = 66). Standardized questionnaires were used. Network analysis and Principal Component Analysis were implemented using Visone software and SPSS, respectively. Main results were: in the typology of targeting, parameters of motivation climate, verbal aggressiveness and argumentativeness were combined in several types ("affable ambitious", "isolated victim", "isolated ambitious", "lightly victimized" and "severely victimized") which were partially complementary and partially nested into each other. These depict student profiles vary from quite socialized and invulnerable to only isolated and victimized. They also reveal the significance of seeking knowledge acquirement vs. performance. The typology of general involvement (in-and out-degree) contains types tending to be rather nested into each other than complementary which varies from quite integrative to purely deconstructive appearance. This typology depicts the connection of motivation climate (and the subsequently induced familiarity) with verbal aggressiveness without diminishing susceptibility to argumentation. The fact that the typology of targeting is composed of several complementary types while in the typology of general involvement mainly of nested ones, can be attributed to the structural clarity of the former ones (a typology focusing only on targeting is structurally clearer than a typology of general involvement).

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Coaches' Verbal Aggressiveness and Motivational Climate as Predictors of Athletes’ Satisfaction

Cited by 37 publications

References 0 publications

Instructors and Students Relations: Argumentativeness, Leadership and Goal Orientations

Instructors and Students Relations: Argumentativeness, Leadership and Goal Orientations

Multi-Parametric Analysis of Aggressive Communication and Motivation Climate in Physical Education

Typology of Motivation and Aggression on the Basis of Social Network Variables: Examples of Complementary and Nested Behavioral Types through Conventional Statistics

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