Abstract
In this study were examined associations among physical education instructors’ argumentativeness and socio-communicative styles perceived by students and students’ reasons for discipline. The sample consisted of 252 students (111 males, 141 females) aged 10 - 12 years old (M = 11.4, SD = 0.79) from primary schools of public primary 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’ argumentativeness and assertiveness between the two classes of the students. Correlational analysis indicated that perceived instructors’ argumentativeness was positively related to responsiveness, intrinsic reasons, self-responsibility reasons and caring reasons for discipline. Significant negative correlations were noted for instructors’ argumentativeness with assertiveness, external reasons, introjected reasons and no reasons for discipline. The results of regression analysis revealed that perceived instructors’ argumentativeness could significantly predict the variables of responsiveness, assertiveness, external reasons, introjected reasons, intrinsic reasons and self-responsibility reasons for discipline.
Highlights
The 5th grade of primary school proved to have the higher score on argumentativeness and the lower score on assertiveness in comparison to 6th grade
The results indicated that perceived instructor argumentativeness could predict significant variance in socio-communicative style (F(2249) = 45.34, p < 0.001) with an R2 of 26.7%
The present study indicates the positive outcomes associated with physical education instructors’ argumentativeness and it is consistent with the findings of other research [28] [29] [30] [31] [34] [36]
Summary
Argumentativeness is defined as the predisposition to defend one’s position on controversial issues while simultaneously attempting to refute another person’s position [17]. This form of communication behavior attacks at people’s positions on an issue but not on persons. It has been supported that students who perceive their instructors to be argumentative consider their instructors more credible and evaluate them more positively for their abilities, strong character and empathy [28] [24] [35]. [36] argued that there is a negative relationship between perceived physical education teachers’ argumentativeness and verbal aggressiveness and university students are attracted by the professionalism, sociability and appearance of their teacher
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