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

Abstract

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.

Analyzing Networks of Verbal Aggressiveness and Motivation

“…As a result, students' desire to interact (Schrodt, 2003; and their perceptions about the instructors Schrodt, 2003;Wrench & Punyanunt-Carter, 2005;Bekiari & Tsiana, 2016;Bekiari & Tsaggopoulou, 2016;Bekiari & Petanidis, 2016) are negatively affected, considering them to be less reliable (Mazer & Stowe, 2016;Myers, 2001;Schrodt, 2003). These findings indicate that every time instructors renege on students' aspirations by applying destructive forms of communication, students perceive that as a detachment and relational transgression (Vallade & Myers, 2014).…”

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

“…Verbal aggressiveness also restricts communication inside or outside the classroom [16] [17]. In the domain of physical education (PE), verbal aggressiveness is negatively correlated to intrinsic motivation and discipline reasons [18] [19] [20] [21] and fair play [22].…”

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

“…Furthermore, 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 and relational findings have been S. Deliligka, A. Bekiari Psychology mentioned in other studies as well (Bekiari & Tsiana, 2016;Bekiari & Pylarinou, 2017 Myers, 1998), less cognitively and communicatively flexible (Martin, Anderson, & Thweatt, 1998), and less likely to engage in verbal praise (Wigley, Pohl, & Watt, 1989), thus causing negative effects on students' affective learning. These findings not only corroborate the claims advanced by Wrench and Punyanunt-Carter (2005), but support the growing amount of research that demonstrates how verbal aggressiveness has a negative impact on the learning environment.…”