Relations between argumentativeness and belief structures about arguing

Rancer, Andrew S.; Baukus, Robert A.; Infante, Dominic A.

doi:10.1080/03634528509378581

Cited by 61 publications

(36 citation statements)

References 14 publications

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“…The scale contains ten items for measuring ARG ap and ten items for measuring ARG av . Considerable evidence supports the reliability and validity of the scale (Infante & Rancer, 1982;Infante, 1981;Rancer, Baukus, & Infante, 1985;.…”

Section: Methodsmentioning

confidence: 89%

Enhancing the prediction of response to a communication situation from communication traits

Infante¹

1987

Communication Quarterly

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Section: Methodsmentioning

confidence: 89%

Enhancing the prediction of response to a communication situation from communication traits

Infante¹

1987

Communication Quarterly

Self Cite

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“…The classroom is an environment which serves as a breeding ground for aggressive behavior in the part of instructors. In the classroom argumentativeness, a constructive form of aggressive communication [89] can stimulate learning because students are exposed to both sides of an issue and are forced to articulate reasons supported by evidence for their position [90]. Argumentativeness is considered constructive because it enhances communication satisfaction and facilitates understanding [89].…”

Section: Discussionmentioning

confidence: 99%

Instructor Argumentativeness and Socio-Communicative Style and Student Discipline: Using Physical Education Students’ Class as an Illustration

Bekiari¹,

Pylarinou²

2017

JSS

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In this study were examined associations among physical education instructors' argumentativeness and socio-communicative styles perceived by students and students' reasons for discipline. The sample consisted of 252 students (111 males, 141 females) aged 10 -12 years old (M = 11.4, SD = 0.79) from primary schools of public primary 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' argumentativeness and assertiveness between the two classes of the students. Correlational analysis indicated that perceived instructors' argumentativeness was positively related to responsiveness, intrinsic reasons, self-responsibility reasons and caring reasons for discipline. Significant negative correlations were noted for instructors' argumentativeness with assertiveness, external reasons, introjected reasons and no reasons for discipline. The results of regression analysis revealed that perceived instructors' argumentativeness could significantly predict the variables of responsiveness, assertiveness, external reasons, introjected reasons, intrinsic reasons and self-responsibility reasons for discipline.

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“…Yet there is more to a situation that is likely to determine argumentative intentions than just the person's assessment of outcome values. People's beliefs about arguing (e.g., Rancer et al, 1985), the importance they place on the argument issue (Infante & Rancer, 1993;Onyekwere, Rubin, and Infante, 1991), the effects of other dispositional factors (e.g., Stewart & Roach, 1993), and the influence of other people on the arguer may all combine to ultimately determine a person's intention to argue on any given occasion. The contention here is that the Theory of Reasoned Action (Ajzen & Fishbein,1980;Fishbein & Ajzen, 1975) provides a framework whereby these various elements can be combined to predict argumentative intentions, perhaps to an extent greater than that achieved so far by the interactionist approach.…”

Section: Motivational and Interactionist Perspectivesmentioning

confidence: 98%