Verbal Aggressiveness and Affective Learning in Physical Education

Bekiari, Alexandra; Tsaggopoulou, Theodota

doi:10.4236/ape.2016.64041

Cited by 27 publications

(28 citation statements)

References 53 publications

(62 reference statements)

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“…As a result, students' desire to interact (Schrodt, 2003; and their perceptions about the instructors Schrodt, 2003;Wrench & Punyanunt-Carter, 2005;Bekiari & Tsiana, 2016;Bekiari & Tsaggopoulou, 2016;Bekiari & Petanidis, 2016) are negatively affected, considering them to be less reliable (Mazer & Stowe, 2016;Myers, 2001;Schrodt, 2003). These findings indicate that every time instructors renege on students' aspirations by applying destructive forms of communication, students perceive that as a detachment and relational transgression (Vallade & Myers, 2014).…”

Section: Verbal Aggressivenessmentioning

confidence: 78%

“…Studying verbal aggressiveness is considered of utmost importance, since its consequences are harmful for the receivers (Aloia & Solomon, 2016), especially among children and young people (Donovan & Brassard, 2011). Consequently, verbal aggressiveness seems not to be conducive to learning and personal progress (Bekiari, 2012;Bekiari & Hasanagas, 2016aBekiari & Sakellariou, 2003). Although the use of verbal aggression is considered to lead to negative results in many settings, to certain extent, it is acceptable in sports.…”

Section: Verbal Aggressivenessmentioning

confidence: 99%

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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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Section: Verbal Aggressivenessmentioning

confidence: 78%

Section: Verbal Aggressivenessmentioning

confidence: 99%

Analyzing Networks of Verbal Aggressiveness and Motivation

Bekiari¹,

Deliligka²,

Hasanagas³

2017

PSYCH

Self Cite

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“…[1]- [8]. Impacts of verbal aggressiveness in the education system have also been discussed regarding motivation [9]- [18], attraction [19] [20], affective learning [21] [22], discipline [23], satisfaction and learning [24] [25] [26] [27], fair play behaviours [28], Machiavellianism [29] [30], even in correctional facilities [31] [32]. However, it has not been explored in relation to animal friendliness.…”

Section: Introductionmentioning

confidence: 99%

Friendliness to Animals and Verbal Aggressiveness to People: Using Prison Inmates Education Networks as an Illustration

Hasanagas¹,

Bekiari²,

Vasilos³

2017

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Goal of this research is to detect possible relations between animal-related attitudes and verbal aggressiveness as well as types combining such parameters. The sample collected in 2015 contains two adult education classes equivalent to secondary school level (class A = 23 inmates and B = 12 inmates, all male) at a correctional facility. Questionnaires were used. Network analysis software (Visone) and conventional statistics (SPSS) are used for calculating network variables (indegree, outdegree, katz, pageranketc) and implementing Spearman test and Principal Component Analysis. Inmates who have adopted an animal-friendly value system and are too coward to react against torture of animals, maintain a repressed emotion. If they do not intervene and provoke, then they are also not targeted by others. No reaction against torture is also connected with a deep-rooted aggressiveness. Concerning superficial aggressiveness, a profile, whose characterize is multiple verbal aggressiveness, can be attributed to repressed emotions. A type is torturing and indifferently restricts his aggressiveness, as he can satisfy his need of dominance by being aggressive towards animals. A type of inmate who loves animals and reacts against their torture, presents the most restricted and relatively smooth aggressiveness, as he discharges his repressed emotions to this reaction. Under condition of indifference, keeping pets is not evidence of loving but of a need of companionship. As for the deep-rooted aggressiveness (over-extroversion), it does not seem to be triggered by any repression.

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“…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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Verbal Aggressiveness and Affective Learning in Physical Education

Cited by 27 publications

References 53 publications

Analyzing Networks of Verbal Aggressiveness and Motivation

Analyzing Networks of Verbal Aggressiveness and Motivation

Friendliness to Animals and Verbal Aggressiveness to People: Using Prison Inmates Education Networks as an Illustration

Examining Relations of Aggressive Communication in Social Networks

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