FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1570929727> ?p ?o ?g. }

• W1570929727 endingPage "736" @default.
• W1570929727 startingPage "726" @default.
• W1570929727 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. ********** The instructor-student relationship is an interpersonal relationship. Providing evidence for this proposition, Frymier and Houser (2000) noted that this relationship has initiation stages as well as disengagement stages. They also stated that instructors and students both have communication goals and that their communication is focused on achieving those goals and avoiding conflict. Frymier and Houser did add however that this relationship is not one of equality; there is an inherent status differential between students and their instructors. Depending on their goals, students will differ in how they communicate with their instructors and their willingness in addressing their own needs and their instructors' needs (Sabee & Wilson, 2005). Additionally, how instructors communicate with their students on topics such as students taking ownership of their education and having students applying the material to their everyday lives impacts students' independence needs and relational needs (Kerssen-Griep, 2001). How instructors communicate with their students impacts their students' instructional attitudes, motivations, and behaviors. And we know that verbal aggression in the classroom often leads to negative instructional and relational outcomes (Myers, 2001; Myers & Knox, 2000; Myers & Rocca, 2001). But can verbally aggressive message in the instructor-student relationship be constructive? That is the question that was investigated in this study. Verbally aggressive messages are messages that are sent with the intent of hurting the receiver (Infante & Wigley, 1986). Some verbally aggressive messages attack the competence (e.g., you are a moron, you drive like my great-grandmother) or character (e.g., you are a slut, you are spineless) of another individual. Other verbally aggressive messages include physical appearance attacks (e.g., four-eyes, Unabrower) or background attacks (e.g., what do you expect from someone who received a degree from the University of Pittiful, she is from the wrong side of the tracks). Other verbally aggressive messages include teasing, swearing, maledictions, and nonverbal emblems (e.g., giving someone the middle finger). Giving someone the middle finger is considered to be a verbally aggressive message because nonverbal emblems have literal meanings for members of a culture. As Wigley (1998) noted, There seems to be no shortage of ways to cause other people to feel badly about themselves (p. 192). Research consistently suggests that being verbally aggressive in a relationship leads to negative relational outcomes (Infante, Myers, & Buerkel, 1994; Martin & Anderson, 1995a). In dating relationships, people are more like to end relationships when their partners are verbally aggressive (Venable & Martin, 1997). Anderson and Martin (1999) found that group members who reported a higher number of verbally aggressive messages in their groups also reported less group satisfaction and less cohesiveness to their groups. …" @default.
• W1570929727 created "2016-06-24" @default.
• W1570929727 creator A5018431644 @default.
• W1570929727 creator A5021215774 @default.
• W1570929727 creator A5061602352 @default.
• W1570929727 date "2010-09-01" @default.
• W1570929727 modified "2023-09-23" @default.
• W1570929727 title "Can Verbally Aggressive Messages in the Instructor-Student Relationship Be Constructive?." @default.
• W1570929727 hasPublicationYear "2010" @default.
• W1570929727 type Work @default.
• W1570929727 sameAs 1570929727 @default.
• W1570929727 citedByCount "0" @default.
• W1570929727 crossrefType "journal-article" @default.
• W1570929727 hasAuthorship W1570929727A5018431644 @default.
• W1570929727 hasAuthorship W1570929727A5021215774 @default.
• W1570929727 hasAuthorship W1570929727A5061602352 @default.
• W1570929727 hasConcept C111919701 @default.
• W1570929727 hasConcept C138496976 @default.
• W1570929727 hasConcept C145420912 @default.
• W1570929727 hasConcept C145633318 @default.
• W1570929727 hasConcept C15744967 @default.
• W1570929727 hasConcept C164850336 @default.
• W1570929727 hasConcept C25740722 @default.
• W1570929727 hasConcept C2778701210 @default.
• W1570929727 hasConcept C2779448149 @default.
• W1570929727 hasConcept C41008148 @default.
• W1570929727 hasConcept C71924100 @default.
• W1570929727 hasConcept C74909509 @default.
• W1570929727 hasConcept C77805123 @default.
• W1570929727 hasConcept C91034043 @default.
• W1570929727 hasConcept C98045186 @default.
• W1570929727 hasConceptScore W1570929727C111919701 @default.
• W1570929727 hasConceptScore W1570929727C138496976 @default.
• W1570929727 hasConceptScore W1570929727C145420912 @default.
• W1570929727 hasConceptScore W1570929727C145633318 @default.
• W1570929727 hasConceptScore W1570929727C15744967 @default.
• W1570929727 hasConceptScore W1570929727C164850336 @default.
• W1570929727 hasConceptScore W1570929727C25740722 @default.
• W1570929727 hasConceptScore W1570929727C2778701210 @default.
• W1570929727 hasConceptScore W1570929727C2779448149 @default.
• W1570929727 hasConceptScore W1570929727C41008148 @default.
• W1570929727 hasConceptScore W1570929727C71924100 @default.
• W1570929727 hasConceptScore W1570929727C74909509 @default.
• W1570929727 hasConceptScore W1570929727C77805123 @default.
• W1570929727 hasConceptScore W1570929727C91034043 @default.
• W1570929727 hasConceptScore W1570929727C98045186 @default.
• W1570929727 hasIssue "3" @default.
• W1570929727 hasLocation W15709297271 @default.
• W1570929727 hasOpenAccess W1570929727 @default.
• W1570929727 hasPrimaryLocation W15709297271 @default.
• W1570929727 hasRelatedWork W1593901647 @default.
• W1570929727 hasRelatedWork W1973010840 @default.
• W1570929727 hasRelatedWork W1986581762 @default.
• W1570929727 hasRelatedWork W1998982921 @default.
• W1570929727 hasRelatedWork W2039903825 @default.
• W1570929727 hasRelatedWork W2044879241 @default.
• W1570929727 hasRelatedWork W2051560502 @default.
• W1570929727 hasRelatedWork W2084316362 @default.
• W1570929727 hasRelatedWork W218267112 @default.
• W1570929727 hasRelatedWork W255732149 @default.
• W1570929727 hasRelatedWork W2569480911 @default.
• W1570929727 hasRelatedWork W266769665 @default.
• W1570929727 hasRelatedWork W2892018700 @default.
• W1570929727 hasRelatedWork W2979502339 @default.
• W1570929727 hasRelatedWork W309130399 @default.
• W1570929727 hasRelatedWork W315711899 @default.
• W1570929727 hasRelatedWork W340338438 @default.
• W1570929727 hasRelatedWork W345762816 @default.
• W1570929727 hasRelatedWork W41243148 @default.
• W1570929727 hasRelatedWork W62072649 @default.
• W1570929727 hasVolume "44" @default.
• W1570929727 isParatext "false" @default.
• W1570929727 isRetracted "false" @default.
• W1570929727 magId "1570929727" @default.
• W1570929727 workType "article" @default.