Abstract
Goal of this research is to suggest a typology of verbal aggressiveness, argumentativeness and motivational climate influence, pointing out examples of complementary types (namely containing no identical components) and nested types (containing identical components). Complete network analysis was conducted in a student class at the Dept. of Physical Education and Sport Sciences, University of Thessaly (N = 66). Standardized questionnaires were used. Network analysis and Principal Component Analysis were implemented using Visone software and SPSS, respectively. Main results were: in the typology of targeting, parameters of motivation climate, verbal aggressiveness and argumentativeness were combined in several types (“affable ambitious”, “isolated victim”, “isolated ambitious”, “lightly victimized” and “severely victimized”) which were partially complementary and partially nested into each other. These depict student profiles vary from quite socialized and invulnerable to only isolated and victimized. They also reveal the significance of seeking knowledge acquirement vs. performance. The typology of general involvement (in- and out-degree) contains types tending to be rather nested into each other than complementary which varies from quite integrative to purely deconstructive appearance. This typology depicts the connection of motivation climate (and the subsequently induced familiarity) with verbal aggressiveness without diminishing susceptibility to argumentation. The fact that the typology of targeting is composed of several complementary types while in the typology of general involvement mainly of nested ones, can be attributed to the structural clarity of the former ones (a typology focusing only
Highlights
Goal of this research is to suggest a typology of verbal aggressiveness, argumentativeness and motivational climate influence, pointing out examples of complementary types and nested types
Main results were: in the typology of targeting, parameters of motivation climate, verbal aggressiveness and argumentativeness were combined in several types (“affable ambitious”, “isolated victim”, “isolated ambitious”, “lightly victimized” and “severely victimized”) which were partially complementary and partially nested into each other
Verbal aggressiveness is correlated with a negative climate in the classroom and little engagement during the lesson [4], restricted satisfaction and intrinsic motivation [5] [6], increasing anxiety [7], negative affective learning [8] [9] [10], decreased interpersonal attraction [11] [12] [13], increasing Machiavellianism [14] and undemocratic style of leadership [14] [15]
Summary
Human-beings communicate with each other in order to exchange information, convey emotions and interact. Verbal aggressiveness is correlated with a negative climate in the classroom and little engagement during the lesson [4], restricted satisfaction and intrinsic motivation [5] [6], increasing anxiety [7], negative affective learning [8] [9] [10], decreased interpersonal attraction [11] [12] [13], increasing Machiavellianism [14] and undemocratic style of leadership [14] [15]. Verbal aggressiveness has been explored in network samples It proves to be correlated with intimacy and general power relations, physical, social and scientific attraction [27] [28] [29] [30] [31]. Determinants and effects and typologies of aggressiveness attributes were proposed [12] [32] [33]
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