Relations between argumentative motivation, and advocacy and refutation on controversial issues

Infante, Dominic A.; Rancer, Andrew S.

doi:10.1080/01463379309369902

Cited by 37 publications

(46 citation statements)

References 26 publications

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“…This finding is in accordance with other studies as well (Bekiari, Kokaridas, & Sakellariou, 2005;Infante et al, 1992;Infante et al, 1990;Infante & Rancer, 1993). In addition, the results of the present study indicated that verbally aggressive teachers do not consider these as hurtful messages nor as hostile.…”

Section: Discussionsupporting

confidence: 83%

“…Conditions in which argumentativeness is expressed are students' behaviors, attitudes and any disagreements or conflicts developed among them. When arguments are avoided it has been studied that verbal aggressiveness is enhanced (Bekiari, 2017a;Infante & Rancer, 1996;Infante & Rancer, 1993;, as shown in our study as well. In the present study, characteristics emerging from teachers who avoid arguments are withdrawing from expressing arguments with students, insisting on their point of view thinking that it's the right thing to do and imposing their opinion through punishments, threats or yelling.…”

Section: Discussionmentioning

confidence: 48%

“…According to the study 1, argumentativeness and verbal aggressiveness are features that co-exist to a person's behavior as has been proved in other studies as well (Infante, Myers, & Buerkel, 1994;Infante & Rancer, 1993;Infante, Trebing, Shepherd, & Seeds, 1984;Myers, 2002;Kim & Yang, 2013). After argumentation begins, the instructor who is not skilled in arguing is also incapable of refuting the position of his opponent.…”

Section: Discussionmentioning

confidence: 94%

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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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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 48%

Section: Discussionmentioning

confidence: 94%

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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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“…The consequence is to create negative emotions such as shame, humiliation, despair, depression, and further negative feelings about themselves (Infante, 1987;Infante & Rancer, 1982;Infante & Wigley, 1986;Infante, Riddle, Horvath, & Tumlin, 1992;Infante & Rancer, 1993;Rancer & Avtgis, 2006;Piko & Keresztes, 2006). Verbal aggressiveness is detrimental to society, both for every individual and as an overall (Hamilton, 2012).…”

Section: Verbal Aggressivenessmentioning

confidence: 99%

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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“…According to Infante and Ranger's [21] study, aggressive linguistic massage declines satisfactions of relationship. And also, linguistic aggressiveness acts dysfunctional to member's communication [22].…”

Section: Hypothesis Of Studymentioning

confidence: 99%

The Influence of Verbal Aggression on Job Involvement and Turnover Intention in Organizational System

Song¹,

Lee²,

Park³

2015

International journal of advanced smart convergence

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In modern business organization, the most important strategic factor in maintaining competitive advantage in business is to manage and utilize human resources effectively, which has eventually increased workload and psychological pressure in organizations. And research show that increased workload and psychological pressure has produced various tensions in business organizations, and it appears that those tensions have increased the workplace aggressive behavior among employees. In various types of aggressive behavior, this study focuses on verbal aggression. The study also attempts to find out the relationships among verbal aggression, job involvement, and turnover intention among administrative workers in colleges from May 20 to May 26, 2015. Summary of the research result is as follows. First of all, the study shows that verbal aggression directly increases the employee turnover intention.

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Relations between argumentative motivation, and advocacy and refutation on controversial issues

Cited by 37 publications

References 26 publications

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

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

Analyzing Networks of Verbal Aggressiveness and Motivation

The Influence of Verbal Aggression on Job Involvement and Turnover Intention in Organizational System

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