Testing Hierarchical Models of Argumentativeness and Verbal Aggressiveness

Hamilton, Mark A.; Hample, Dale

doi:10.1080/19312458.2011.596991

Cited by 23 publications

(47 citation statements)

References 39 publications

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“…Other analyses have shown that the appearance of Machiavellianism is related with the instructors' behavior (Martin, Myers, & Mottet, 2006), since the verbal aggressiveness seems to indicate trai-Psychology A. Bekiari nees' Machiavellian (Bekiari, 2016), as Machiavellians use dishonest and offensive means (Christie & Geis, 1970) and tend to practice divergent behaviors (Zagenczyk et al, 2014), cheating and dominating (Talwar & Lee, 2011), as Machiavellianism can be seen as a reaction to aggressive behavior by educators (McDonald, Donnellan, & Navarrete, 2012). Finally, results are in accordance with other studies supporting that verbal aggressiveness is negatively related with students' intrinsic motivation and instructors' responsiveness (Bekiari, 2012(Bekiari, , 2014Bekiari, Perkos, & Gerodimos, 2015;Hamilton & Hample, 2011) and positively related with assertiveness (Bekiari & Pylarinou, 2017). Additionally, it is revealed that instructors' personality plays a determinant role in students' behavior, emotions, tactics and attitudes (Horn, 2002;Infante & Rancer, 1996;Rancer & Avtgis, 2014).…”

Section: Discussionsupporting

confidence: 81%

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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Section: Discussionsupporting

confidence: 81%

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

Bekiari¹

2017

PSYCH

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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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“…The use of arguments facilitates the learning process and encourages cooperative action [43]. Moreover, teachers' argumentativeness is positively correlated with physical, social and scientific attraction [44].…”

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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Testing Hierarchical Models of Argumentativeness and Verbal Aggressiveness

Cited by 23 publications

References 39 publications

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

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

Analyzing Networks of Verbal Aggressiveness and Motivation

Instructors and Students Relations: Argumentativeness, Leadership and Goal Orientations

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