Perceived instructor argumentativeness and verbal aggressiveness and student outcomes

Myers, Scott A.; Knox, Ronda L.

doi:10.1080/08824090009388777

Cited by 45 publications

(34 citation statements)

References 50 publications

(59 reference statements)

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“…Second, Mottet et al contended that students' and instructors' verbal and nonverbal messages influence the quality of their relationships. Extant research conducted on instructor verbal aggressiveness has partially supported this contention (Myers, 2002;Myers & Knox, 2000;Myers & Rocca, 2001;Rocca, 2004;Schrodt, 2003a). The present study's findings justify exploration of students' role in the vicious cycle of verbal aggressiveness in the classroom.…”

Section: Discussionsupporting

confidence: 63%

“…Although the study of verbal aggressiveness and argumentativeness is not new to the instructional context Myers, 2002;Myers & Knox, 2000;Myers & Rocca, 2001;Rocca, 2004;Rocca & McCroskey, 1999;Schrodt, 2003a), previous researchers have focused primarily on the effects of perceived instructor verbal aggressiveness and argumentativeness on students in the classroom rather than on the effects of students' verbal aggressiveness and argumentativeness in the classroom. This study demonstrates the significance of student predispositions and perceptions of appropriate and effective communication behaviors in the learning environment, particularly students' interactions with their instructors.…”

Section: Discussionmentioning

confidence: 98%

“…Perceived instructor verbal aggressiveness is related negatively to student state motivation (Myers, 2002;Myers & Rocca, 2001), student attendance (Rocca, 2004), student affective and cognitive learning (Myers, 2002), student satisfaction (Myers & Knox, 2000), and student feelings of being understood by instructors (Schrodt, 2003a). Verbally aggressive instructors also are perceived as less competent and caring (i.e., credible), less immediate, and less similar to students (Rocca & McCroskey, 1999).…”

Section: Student Compliance-gaining and Individual Characteristicsmentioning

confidence: 95%

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College Students’ Use of Behavioral Alteration Techniques as a Function of Aggressive Communication

Kennedy-Lightsey¹,

Myers

2009

Communication Education

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This study examined the associations between students' self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large MidAtlantic university. Students' verbal aggressiveness appears to influence their perceptions of BATs use as appropriate (6 of the 19 possible associations were significant) and effective (5 of the 19 possible associations were significant). Fewer associations found between students' argumentativeness and perceptions of BATs use as effective (1 of the 19 possible) indicate argumentativeness exerts less influence on students' perceptions. Together, students' verbal aggressiveness and perceptions of BATs use as appropriate and effective were significant predictors of students' likelihood to use prosocial and antisocial BATs. Student argumentativeness did not contribute to students' BATs use.

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Section: Discussionsupporting

confidence: 63%

Section: Discussionmentioning

confidence: 98%

Section: Student Compliance-gaining and Individual Characteristicsmentioning

confidence: 95%

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College Students’ Use of Behavioral Alteration Techniques as a Function of Aggressive Communication

Kennedy-Lightsey¹,

Myers

2009

Communication Education

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“…Moreover, teachers' argumentativeness is positively correlated with physical, social and scientific attraction [44]. Furthermore, it positively influences students' motives [39], as the class is satisfied and emotional learning is favored [41]. Due to argumentativeness, communication becomes reliable and more powerful [45] [46] [47].…”

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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“…Also, students detect traits of assertiveness, intimacy and competence on argumentative instructors [27] as well as efficiency, sociability [39] and reliability [35]. Argumentativeness is positively correlated with positive classroom climate and emotional learning [25]. As noted by many studies [49]- [54], educational activities that promote argumentativeness are crucial for achieving the learning goals.…”

Section: Argumentativenessmentioning

confidence: 99%

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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Perceived instructor argumentativeness and verbal aggressiveness and student outcomes

Cited by 45 publications

References 50 publications

College Students’ Use of Behavioral Alteration Techniques as a Function of Aggressive Communication

College Students’ Use of Behavioral Alteration Techniques as a Function of Aggressive Communication

Instructors and Students Relations: Argumentativeness, Leadership and Goal Orientations

Examining Relations of Aggressive Communication in Social Networks

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