The Relationship Between Perceived Instructor Aggressive Communication and College Student Involvement

Myers, Scott A.; Edwards, Chad; Wahl, Shawn T.; Martin, Matthew M.

doi:10.1080/03634520701466398

Cited by 63 publications

(53 citation statements)

References 53 publications

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“…For instance, teacher behaviors such as caring, listening and showing concern for students increase students' tendency to seek academic help, especially in elementary and middle school classrooms (e.g., Newman, 2002Newman, , 2008Ryan et al, 1998). Moreover, Myers, Edwards, Wahl, and Martin (2007) found that instructor aggressive communication behaviors were negatively related to college students' willingness to ask questions, overt information seeking and engagement. Thus, we expect both emotional and instrumental teacher support to predict students' help-seeking behavior.…”

Section: Motivational and Emotional Responsesmentioning

confidence: 93%

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Federici¹,

Skaalvik²

2013

IES

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We explored whether students' perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students' perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at providing both emotional and instrumental support.

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Section: Motivational and Emotional Responsesmentioning

confidence: 93%

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Federici¹,

Skaalvik²

2013

IES

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“…Verbal aggressiveness consists of attacks on the character, the ability, in appearance and in the background, contempt, ridicule, threats, profanity, curses, loud voices, teasing gestures [4] [8]- [14]. When students receive verbal aggressiveness from their instructors, they indicate lower levels of motivation, satisfaction, rapport with the instructors and a more hostile learning environment [15]- [28] that is not conducive to attendance and class climate [29] [30] and interpersonal communication between students and instructors [31]- [36]. Also, research has shown that instructors' verbal aggressiveness is negatively correlated with affective learning [37] [38], interpersonal attractiveness [39] [40], fair play behaviors [41] of students, as they avoid asking questions and do not try to maintain the communication outside of the classroom [30].…”

Section: Verbal Aggressivenessmentioning

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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“…Two aggressive communication traits are argumentativeness and verbal aggressive-gas Rocca & McCroskey, 1999;Schrodt, 2003). Also, research has shown that the students' class participation is negatively correlated with instructors' verbal aggressiveness, as they avoid asking them questions and do not try to maintain the communication outside the classroom (Bekiari, 2012;Myers et al, 2007). PE teachers' negative communication with students has as a result the rise of anti-social behaviors for the latest, as well as the absence of a beneficial interaction, satisfaction and motivation among them (Avtgis & Rancer, 2008;Claus, Booth-Butterfield, & Chory, 2012;Rancer & Avtgis, 2006;Rocca & McCroskey, 1999;Schrodt, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…PE teachers' negative communication with students has as a result the rise of anti-social behaviors for the latest, as well as the absence of a beneficial interaction, satisfaction and motivation among them (Avtgis & Rancer, 2008;Claus, Booth-Butterfield, & Chory, 2012;Rancer & Avtgis, 2006;Rocca & McCroskey, 1999;Schrodt, 2003). Verbal aggressiveness affects negatively students' perceptions of their instructors (Bekiari, 2017a,b;Bekiari, Digelidis & Sakellariou, 2006;Bekiari, Patsiaouras, Kokaridas, & Sakellariou, 2006;Myers et al, 2007;Schrodt, 2003;Wrench & Punyanunt-Carter, 2005), as they are considered less reliable, hostile, ideologically biased Linvill & Mazer, 2013;Mazer & Stowe, 2016;Snyder, Forbus, & Cistulli, 2012;Teven, 2007).…”

Section: Introductionmentioning

confidence: 99%

Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration

Deliligka¹,

Bekiari²,

Syrmpas³

2017

PSYCH

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This study is aiming at examining 1) physical education teachers' self-perceived verbal aggressiveness and argumentativeness, 2) students' perceptions about verbal aggressiveness and argumentativeness developed by their teachers, in order to assess the communicational accordance between students' and teachers' perceptions in elementary, junior and high schools. A combination of qualitative (study 1) and quantitative methods (study 2) has been implemented for this purpose. Fifteen PE teachers (6 females and 9 males), participated in the qualitative study; and 894 students (442 males, 452 females), participated in the quantitative study. According to the study 1, argumentativeness and verbal aggressiveness are features that co-exist to a person's behavior.

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The Relationship Between Perceived Instructor Aggressive Communication and College Student Involvement

Cited by 63 publications

References 53 publications

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

Examining Relations of Aggressive Communication in Social Networks

Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration

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