Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety

Abstract

ABSTRACTThis study examined how student perceptions of math/statistics instructors’ argumentativeness and verbal aggressiveness are related to student perceptions of classroom communication climate, student state motivation, and student math anxiety. A total of 216 completed questionnaires were returned by the student participants (96 males and 120 females). Results supported four of the seven research hypotheses and partially support another research hypothesis, indicating that perceived instructor argumentativeness and verbal aggressiveness directly affect perceptions of classroom communication climate; these three perceptions directly influence student state motivation; and student state motivation has a direct impact on math anxiety. Implications based on the findings suggest that math/statistics instructors can adapt different communication behaviors to influence the reduction of student math anxiety.