Verbal aggression in the college classroom: Perceived instructor use and student affective learning

Myers, Scott A.; Knox, Ronda L.

doi:10.1080/01463379909370122

Cited by 60 publications

(39 citation statements)

References 51 publications

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“…Negative instructor communicative attributes may also decrease students' perceptions of affective learning. For example, there is an inverse relationship between perceptions of verbally aggressive instructors and students' affective learning (Myers & Knox, 1999;Wrench & Richmond, 2004). There may be times when instructors fail in the classroom, however, according to the tenets of systems theory, students should still be able to achieve positive outcomes, despite these failures.…”

Section: Instructional Outcomesmentioning

confidence: 97%

When Instructors Misbehave: An Examination of Student-to-Student Connectedness as a Mediator in the College Classroom

Sidelinger¹,

Bolen

Frisby

et al. 2011

Communication Education

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Using systems theory as a lens, instructor misbehaviors were examined in the context of the college classroom to determine if student-to-student connectedness mediated the relationships between instructor misbehaviors and student involvement and affective learning. Student-to-student connectedness mediated the relationships between instructor apathy and students' willingness to talk in class and self-regulated learning. For example, when instructors are perceived as apathetic, students can still create a supportive, connected communication environment that facilitates positive learning outcomes. Connectedness partially mediated the relationships between irresponsibility and derisiveness, and students' willingness to talk in class and self-regulated learning. However, connectedness did not mediate the relationships between instructor misbehaviors and affective learning. When instructor misbehaviors occur in the classroom, students may still experience positive learning outcomes through a connected classroom climate; however, in the end, students are likely to negatively evaluate the instructor and course.The aim of many instructors is to motivate student learning and foster satisfying relationships in the classroom (Ellis, 2004). Davis (1999) suggested whatever level of Robert J. Sidelinger (Ed.D.

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Section: Instructional Outcomesmentioning

confidence: 97%

When Instructors Misbehave: An Examination of Student-to-Student Connectedness as a Mediator in the College Classroom

Sidelinger¹,

Bolen

Frisby

et al. 2011

Communication Education

View full text Add to dashboard Cite

show abstract

“…Instructional literature indicates that there are negative consequences for students receiving verbally aggressive messages (Moore & Pepler, 2006;Myers & Knox, 1999). Kearney, Plax, Hays, and Ivey (1991) stated that teachers, who commit rude behaviors in the classroom or have a generally unpleasant attitude, negatively influence the classroom environment and students' learning abilities.…”

Section: Promoting Student Involvement 169mentioning

confidence: 98%

Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom

Sidelinger¹,

Booth‐Butterfield

2010

Communication Education

133

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In order for students to succeed academically instructors must foster a supportive and connected learning environment. Importantly, not only do instructors need to connect with students, they also need to allow students the opportunity to connect with one another. Following that framework, aligned with the Dimensions of Learning model, we examined teacher confirmation behaviors and student-to-student connectedness as predictors of students' willingness to talk in class and preparedness for class (e.g., reading assigned chapters). Results found student-to-student connectedness mediated the relationships between teacher confirmation behaviors and in-class student involvement. Thus, this co-constructed, positive classroom climate nurtures student involvement. Student-to-student connectedness also served as a stronger predictor of student involvement than class size. Regardless of class size, student-to-student connectedness is an important classroom resource that instructors need to tap into as they try to engage their students.

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“…This result is partially confirmed by Infante and Rancer (1996) study where it was stated that men are higher in trait argumentativeness and verbal aggressiveness. Furthermore, it is in general also supported by Myers and Knox (1999), who they suggest that male instructors had been perceived to practice verbal aggressiveness only in terms of "ridicule", "swearing" and "teasing" at a great extent than female ones.…”

Section: Discussionmentioning

confidence: 57%

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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Verbal aggression in the college classroom: Perceived instructor use and student affective learning

Cited by 60 publications

References 51 publications

When Instructors Misbehave: An Examination of Student-to-Student Connectedness as a Mediator in the College Classroom

When Instructors Misbehave: An Examination of Student-to-Student Connectedness as a Mediator in the College Classroom

Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom

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

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