Title

Can Verbally Aggressive Messages in the Instructor-Student Relationship be Constructive?

Document Type

Article

Publication Date

2010

Publication Source

College Student Journal

Volume

44

Issue

3

Inclusive pages

726-736

Publisher

Project Innovation

Place of Publication

Alabama

ISBN/ISSN

01463934

Peer Reviewed

yes

Abstract

How instructors communicate with their students impacts their students' instructional attitudes, motivations, and behaviors. Verbal aggression in the classroom often leads to negative instructional and relational outcomes (Infante, 1995; Myers, 2001; Myers & Knox, 2000; Myers & Rocca, 2001). This study investigated whether verbally aggressive messages in the instructor-student relationship could be constructive. Participants answered questions that included how instructors use verbally aggressive messages in the classroom, whether students could identify any positive outcomes from those verbally aggressive messages, and whether students communicating verbally aggressively with their instructors had ever led to positive outcomes. Findings confirm that some instructors use verbally aggressive messages regularly (while some instructors never use verbally aggressive messages). Students also report that the use of verbal aggression in the classroom, both by instructors and by students, have led to positive outcomes.

Keywords

verbal aggressiveness, teacher-student

Disciplines

Communication | Other Communication

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