Exploration of Verbal Aggressiveness and Interpersonal Attraction through Social Network Analysis: Using University Physical Education Class as an Illustration

Bekiari, Alexandra; Spyropoulou, Spyreta

doi:10.4236/jss.2016.46016

Cited by 38 publications

(46 citation statements)

References 44 publications

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“…This type is not conducive to the motivation climate at all while his involvement in mutual verbal aggression is his only clearly revealed characteristic. Similar results have been proposed by previous studies (Bekiari & Spyropoulou, 2016;Bekiari & Petanidis, 2016;.…”

Section: Proposing a Typology Of Profilessupporting

confidence: 81%

“…Under normal university conditions, it could be improbable that performance influence and verbal aggressiveness would be the dominant ones, as such situation would be unbearable by the students and insupportable by the instructors. Such considerable differences of density between relations are normal to appear, as previous studies have shown (Bekiari & Spyropoulou, 2016;Bekiari, Theoharis, Hasanagas, Kefalas, & Vasilou, 2015;Theoharis & Bekiari, 2016a.…”

Section: Resultsmentioning

confidence: 57%

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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: Proposing a Typology Of Profilessupporting

confidence: 81%

Section: Resultsmentioning

confidence: 57%

Analyzing Networks of Verbal Aggressiveness and Motivation

Bekiari¹,

Deliligka²,

Hasanagas³

2017

PSYCH

Self Cite

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“…Thus, it rather seems to express a slightly defensive and cautious or even coward and weak type than a type susceptible to dominance or sociability, as the restraint and responsive type. Such typologies have also been suggested in previous researches (Bekiari, Deliligka, & Hasanagas, 2017;Bekiari & Spyropoulou, 2016;, 2017Hasanagas, Bekiari, & Vasilos, 2017;Theoharis & Bekiari, 2017 a, b;Theoharis, Bekiari, & Koustelios, 2017).…”

Section: Discussionmentioning

confidence: 83%

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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“…Thus, they seem to expect higher argumentation standards than they find within the class. The property (being instructor or student) has proved to be relevant for the aggressive behavior in previous papers [64] [65]. The younger a student is, the less enthusiasm for arguing he feels and he inspires to others.…”

Section: Resultsmentioning

confidence: 98%

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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Exploration of Verbal Aggressiveness and Interpersonal Attraction through Social Network Analysis: Using University Physical Education Class as an Illustration

Cited by 38 publications

References 44 publications

Analyzing Networks of Verbal Aggressiveness and Motivation

Analyzing Networks of Verbal Aggressiveness and Motivation

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

Examining Relations of Aggressive Communication in Social Networks

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