The purpose of this study is to detect structures of verbal aggressiveness and leadership using social networks analysis. Standardized questionnaires including network and non-network variables have been distributed to 128 students and 43 teachers at secondary schools. We performed complete analysis of social networks and further processing by applying principal component analysis. According to the results, a complex structure of verbal aggressiveness occurred in the classes (networks) and the structure was necessary to be explored with several network indicators (Katz, pagerank etc.). Structures of verbal aggressiveness and leadership appeared to converge. The following types of verbal aggressors were proposed: a) the "mocker", b) the "scorner", c) the "insulter", d) the "teaser" and e) the "ridiculer". As for the leadership, two types of leaders have been revealed: a) the "ideologist leader", b) the "realist" leader. It is noticeable that both leader types appear in the occasional (indegree) as well as in the accumulative (Katz) structure. This means a rigid character of these leadership profiles.

Aim of this study is to detect structures of verbal aggressiveness network and also reveal changes through time. Standardized questionnaires have been distributed to 168 students and 8 teachers at secondary schools in 2017. We performed complete social networks analysis and further processing by conventional statistics. According to the results, density could be a first indicator of verbal aggressiveness existence. The verbal aggressiveness seems to become denser through time. Most ties are asymmetric and only a small amount becomes mutual. Thus, inequality appears. Verbal aggressors seem to target more than one victim and use all forms of verbal aggression. Triad analysis can disclose elementary "sources of verbal aggressiveness". More verbal aggression ties are added than deleted over time.

The purpose of this study is to detect structures of verbal aggressiveness using multiple indicators of social networks analysis (out-and in-degree, pagerank, Katz, authority, incremental and proportional behavior). Standardized questionnaires have been distributed to 151 students and 45 teachers at primary and secondary schools. We performed complete analysis of social networks and further processing by applying principal component analysis. According to the results, a complex structure of verbal aggressiveness occurred in the classes (networks) and the structure was necessary to be explored with several network indicators (Katz, pagerank, incremental and proportional behavior etc.). Prejudices about the role of the gender in the aggressiveness (e.g. that female are more peaceful than male) are deconstructed. As for the typology of the incremental and proportional behavior two types were proposed: 1) the "personal attack" that the verbal aggressor aims the victim's personality and 2) "social exclusion" that the strategy is to exclude the victim from the social surrounding.[21]-[29], students' affective learning [30] [31] [32], teacher's reliability [33] and discipline reasons [34] [35]. Also, verbal aggressiveness affects student-teacher communication [11] [16] [36] [37], interpersonal attraction [38], students' fair play behaviours [39], Machiavelian tactics [40], bullying [41] and classroom climate [21] [42] [43]. Teachers with a high level of verbal aggressiveness present a high level of burnout [29] [44]. Verbal aggressiveness has also been examined through network analysis, and they have revealed hierarchical structures of aggressiveness behavior [20] [45] [46] [47] [48] [49].Purpose of this study is to detect structures of verbal aggressiveness using multiple indicators of social networks analysis (out-and in-degree, pagerank, Katz, authority, incremental and proportional behavior). Especially, incremental and proportional behaviors are newly suggested indicators [47] which are ex-