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

Abstract

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.

Insights to Argumentativeness in Relation to Leadership Style and Job Satisfaction: Using Employees’ Sport Organizations as an Illustration

“…It has been argued that the instructors' communication with their trainees has a noticeable effect on the learning process as well as a significant interaction with possible aggressiveness (Bekiari, 2012;2017b;Bekiari, Deliligka, & Hasanagas, 2017;Bekiari, Deliligka, & Koustelios, 2016;Bekiari, Digelidis, & Sakellariou, 2006;2016a,b,c;Bekiari, Hasanagas, Theoharis, Kefalas, & Vasilou, 2015;Bekiari, Kokaridas, & Sakellariou, 2005;2006;Bekiari, Patsiaouras, Kokaridas, & Sakellariou, 2006;Bekiari, Koustelios, & Sakellariou, 2000;Bekiari, Nikolaidou, & Hasanagas, 2017;Bekiari, Pachi, & Hasanagas, 2017;Bekiari & Sakellariou, 2003;Bekiari & Spanou, 2018;Hasanagas, Bekiari, & Vasilos, 2017;Manoli & Bekiari, 2015;Myers & Claus, 2012;Theoharis, Bekiari, & Koustelios, 2017). Argumentativeness is considered to be a cognitive skill which is necessary for a thinking person and thus for our contemporary culture (Kuhn & Crowell, 2011;Osborne, 2010) impacting positively in human communication (Goodboy & Myers, 2012).…”

The type of involuntary overtime and emotional exhaustion among Chinese medical staff: The mediating role of job stress and moderated mediation role of desire for control in Machiavellian leadership

“…Surveys have shown that the desire for control has a negative impact on openness (Zhang, 2020). Furthermore, a survey conducted by Bekiari, (2017) found that teachers' verbal aggression has a positive effect on the desire for control. Additionally, Machiavellian control has been found to have a positive effect on unethical consumer behavior (Chowdhury, 2020).…”

Bullying y maquiavelismo en la universidad a través del análisis de redes sociales

“…Consequently, a bivariate analysis was preferred, enabling an overview on all possible relations, to a multivariate analysis (Hasanagas and Bekiari 2015;. Last but not least, for the purpose of revealing behavioral patterns (typology), a Principal Component Analysis (PCA) was implemented (Bekiari 2016;2017a;2017b).…”