EFL Teacher Verbal Aggressiveness and Student Intrinsic Motivation and Social-Affective Strategy Use: Investigating Possible Relations

Manoli, Polyxeni; Bekiari, Alexandra

doi:10.9734/air/2015/19692

Cited by 25 publications

(21 citation statements)

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“…Communication among instructors and students affects substantially the learning process, behavior, thinking and motivation (Bekiari, 2014;Richmond, McCroskey, Kearney, & Plax 1987). However, verbal aggressiveness is widespread significantly in educational environment (Bekiari, Koustelios, & Sakellariou, 2000;Yaratan & Uludag, 2012;Kikas, Peets, Tropp, & Hinn, 2009) and comprises a feature of destructive communication that erodes human relations (Infante & Rancer, 1996;Infante & Wigley, 1986;Bekiari, Kokaridas, & Sakellariou, 2005;Bekiari, Digelidis, & Sakellariou, 2006;Bekiari, Patsiaouras, Kokaridas, & Sakellariou, 2006;Johnson, Becker, Wigley, Haigh, & Craig, 2007;Myers, Edwards, Wahl, & Martin, 2007;Bekiari, 2012;2016;Rancer & Avtgis, 2014;Bekiari, Perkos, & Gerodimos, 2015;Bekiari & Manoli, 2016;Bekiari & Pylarinou, 2017;Manoli & Bekiari, 2015), while a collaborative form of communication which promotes amity, is reduced (Hamilton & Hample, 2011). Communication form adopted by instructors may lead to students' anti-social behaviors (Claus, Booth-Butterfield, & Chory, 2012;Hassandra, Bekiari, & Sakellariou, 2007).…”

Section: Verbal Aggressivenessmentioning

confidence: 99%

Analyzing Networks of Verbal Aggressiveness and Motivation

Bekiari¹,

Deliligka²,

Hasanagas³

2017

PSYCH

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Aim of this research is to analyze motivation and verbal aggressiveness as structure of relations and to detect their determinants. A university class of 62 students and 4 instructors has been analyzed as a network. In-and out-degree, degree, pagerank, katz and authority have been calculated. They were correlated (Spearman test) with several non-network variables such as economic status, age, gender, etc. Visone and SPSS have been used. Main results are the following: Mastery influence is a more common situation than influence aiming at performance and verbal aggressiveness which necessitate fanaticism or familiarity. Students with high grade are quite central in influencing and being influenced for learning pedagogic-psychological issues. In the case of learning biology (mastery), the teaching staff is the main stimulator in contrast to case of pedagogic-psychological field. The age and the experience of travelling abroad are also conducive to learning biology. Male students seem to be more influential than the female ones, as the sport is still perceived as a male-dominated field. Students interested in medicinal subjects are rather unable to stimulate others in sport issues, as there is a contextual deficit between medicinal and sport subjects. Female students seem to stimulate for improvement. Students interested in the medicinal subjects tend to be stimulated and to stimulate others to surpass performance limits. The desire for professional eminence also seems to discourage offenders indicating the existence of organization culture at the department. Travelling abroad for sport reasons increases offensiveness. Students originating from rural areas tend more to become target of offenses, indicating thus spatial-regional discrimination. Students of higher economic state are more deriding. The proposed typologies of motivation influence and verbal aggressiveness include the "invulnerable motivator" and the "vulnerable motivator" as well as the "strong motivator" and the "brawler" type.

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Section: Verbal Aggressivenessmentioning

confidence: 99%

Analyzing Networks of Verbal Aggressiveness and Motivation

Bekiari¹,

Deliligka²,

Hasanagas³

2017

PSYCH

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“…It has been supported that the way of instructors' communication in classroom noticeably determines the learning process [1]- [19]. Argumentativeness is an important parameter of modern time [20] [21] [22].…”

Section: Argumentativenessmentioning

confidence: 99%

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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“…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). Additionally, students consider teachers verbally aggressive as less reliable than teachers avoid unconstructive communication in the classroom (Bekiari, Koustelios, & Sakellariou, 2000;Mazer & Stowe, 2016;Schrodt, 2003).…”

Section: Verbal Aggressivenessmentioning

confidence: 99%

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

Bekiari¹,

Tsiana²

2016

APE

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In this study we examined associations among physical education instructors' verbal aggressiveness as perceived by students and students' task and ego orientations and reasons for discipline. The sample consisted of 283 Greek adolescent students (124 males, 159 females) aged 10 -14 years old (M = 12.6, SD = .94) from primary and secondary schools who completed three types of questionnaires during physical education classes. The results supported the internal consistency of the instruments. MANOVA's findings supported that there is a significant dependence between school classes on the factors of each questionnaire. Specifically, the 2 nd grade of secondary school proved to have the lower score on verbal aggressiveness, the 2 nd grade of secondary school the higher score on ego-orientation, the 1 st grade of secondary school the higher score on external reasons of discipline and the 5 th grade of primary school the lower score on caring reasons. Correlational analysis indicated that perceived instructors' verbal aggressiveness was positively related to students' ego orientation, external reasons, introjected reasons, no reasons, and self-responsibility reasons for discipline. Significant negative correlations were noted for instructors' verbal aggression with students' task orientation, intrinsic reasons and caring reasons for discipline. The results of regression analysis revealed that perceived instructors' verbal aggressiveness could significantly predict the variables of students' personal orientations and external reasons, intrinsic reasons and self-responsibility reasons for discipline. Distinct types of disciplined students are also proposed: 1) the "obedient" and 2) "altruist". The findings and implications of the contribution of instructors' verbal aggressive behavior to the students' personal orientations and reasons for discipline are further discussed as well as future research suggestions.

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EFL Teacher Verbal Aggressiveness and Student Intrinsic Motivation and Social-Affective Strategy Use: Investigating Possible Relations

Cited by 25 publications

References 0 publications

Analyzing Networks of Verbal Aggressiveness and Motivation

Analyzing Networks of Verbal Aggressiveness and Motivation

Instructors and Students Relations: Argumentativeness, Leadership and Goal Orientations

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

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