Verbal Aggressiveness As Temperamental Expression
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The Influence of Verbal Aggressiveness and Verbal
The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2008 The Influence of erbalV Aggressiveness and Verbal Argumentativeness on College Student Leadership Styles Jane Anne Mattina University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Higher Education Commons, Interpersonal and Small Group Communication Commons, and the Organizational Communication Commons Recommended Citation Mattina, Jane Anne, "The Influence of erbalV Aggressiveness and Verbal Argumentativeness on College Student Leadership Styles" (2008). Dissertations. 1216. https://aquila.usm.edu/dissertations/1216 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina Abstract of a Dissertation Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2008 COPYRIGHT BY JANE ANNE MATTTNA DECEMBER 2008 The University of Southern Mississippi THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina A Dissertation Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved: December 2008 ABSTRACT THE INFLUENCE OF VERBAL AGGRESSIVENESS AND VERBAL ARGUMENTATIVENESS ON COLLEGE STUDENT LEADERSHIP STYLES by Jane Anne Mattina December 2008 The behaviors and styles of leaders have been studied for many years yet, the study of college study leaders has not been as prevalent. -
Bullies and Victims from the Schoolyard to the Boardroom the Abridged Version
Bullies and Victims from the Schoolyard to the Boardroom The Abridged Version Thesis Submission University of Denver Conflict Resolution Institute Patricia S. Whitehouse 2006 BULLIES AND VICTIMS FROM THE SCHOOLYARD TO THE BOARDROOM THE ABRIDGED VERSION A Thesis Submitted to The Conflict Resolution Program University of Denver Patricia S. Whitehouse [email protected] 1 CONTENTS Chapter 1. Bully Profile… ................................................................................................. 2 Proactive and Reactive Bully Power Aggression and Rage Social Development Emotional Development Reinforcement Propensity for Violence 2. Victim Profile… ............................................................................................... 10 Passive/Submissive and Provocative Victim Internalizing Composite Social Withdrawal Poor Interpersonal Problem Solving Patterning Resiliency 3. Destructive Conflict… ...................................................................................... 16 Dysfunctional Interactions Communication Styles Conflict Styles Bullying Methods Classic Bullying Victim – Avenger Mobbing Environmental Influences Violence Lack of Support 4. Maladaptive Cycle… ....................................................................................... 28 Victim’s Maladaptation Bully’s Maladaptation Bully’s and Victim’s Conflict Algorithms From the Schoolyard to the Boardroom 2 CHAPTER ONE: THE BULLY PORTRAIT When people hear the word "bully", they usually visualize a child in the schoolyard intimidating another -
The Relationship Between Aggressive and Assertive
THE RELATIONSHIP BETWEEN AGGRESSIVE AND ASSERTIVE COMMUNICATION BEHAVIORS: EXAMINATION AND SCALE DEVELOPMENT OF THE AGGRESSIVE ASSERTIVE COMMUNICATION INSTRUMENT (AACI) by VALERIE BERENICE COLES CONE (Under the Direction of Jennifer A. Samp) ABSTRACT This project considers the relationship between aggressive and assertive communication behaviors; two concepts rarely studied in tandem with one another. The goal of this project was to develop and assess the construct validity of the Aggressive Assertive Communication Instrument (AACI). In order to examine the content validity, internal consistency, and associations between the AACI and external variables, three studies were conducted. Study 1 was a pilot study designed to examine the theorized factor structure and item composition of the AACI. To assess the validity of the measure, the proposed items were correlated with individual difference variables commonly examined and associated with interpersonal conflict (i.e., agreeableness, extraversion, locus of control, and taking conflict personally). The aims of Study 2 were to further examine the factor structure and item composition of the AACI and to cross-validate the AACI with dispositional traits (i.e., agreeableness, entitlement, exploitativeness, extraversion, family communication patterns, self-esteem, and trait anger). In Study 3, convergent and divergent validity were assessed with existing aggressive and assertive measures (i.e., BAAI, BPAQ, VAS, and AI) and dispositional tendencies (i.e., conflict management style and argumentativeness). Additionally, three conditions were developed to assess how the AACI may change or differentially relate to tested variables when individuals reflected on their behavior with an acquaintance, close friend, or romantic partner. Results from these studies revealed a consistent and stable four-factor structure comprised of two assertion-related factors (i.e., direct communication and relationship orientation) and two aggression-related factors (i.e., verbal aggression and physical aggression). -
Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration
Psychology, 2017, 8, 1693-1717 http://www.scirp.org/journal/psych ISSN Online: 2152-7199 ISSN Print: 2152-7180 Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration Stergiani Deliligka, Alexandra Bekiari, Ioannis Syrmpas Faculty of Physical Education and Sports Science, University of Thessaly, Trikala, Greece How to cite this paper: Deliligka, S., Be- Abstract kiari, A., & Syrmpas, I. (2017). Verbal Ag- gressiveness and Argumentativeness in Phys- This study is aiming at examining 1) physical education teachers’ self-perceived ical Education: Perceptions of Teachers and verbal aggressiveness and argumentativeness, 2) students’ perceptions about Students in Qualitative and Quantitative verbal aggressiveness and argumentativeness developed by their teachers, in Exploration. Psychology, 8, 1693-1717. order to assess the communicational accordance between students’ and https://doi.org/10.4236/psych.2017.811112 teachers’ perceptions in elementary, junior and high schools. A combination Received: August 5, 2017 of qualitative (study 1) and quantitative methods (study 2) has been imple- Accepted: September 5, 2017 mented for this purpose. Fifteen PE teachers (6 females and 9 males), partici- Published: September 8, 2017 pated in the qualitative study; and 894 students (442 males, 452 females), par- ticipated in the quantitative study. According to the study 1, argumentative- Copyright © 2017 by authors and Scientific Research Publishing Inc. ness and verbal aggressiveness are features that co-exist to a person’s behavior. This work is licensed under the Creative Five communicational PE teachers’ profiles have been detected (“high argu- Commons Attribution International mentativeness-low verbal aggressiveness” “moderate argumentativeness and License (CC BY 4.0). -
What Are Argumentative and Aggressive Communication?
01-Rancer-4860.qxd 3/8/2006 1:12 PM Page 3 1 What Are Argumentative and Aggressive Communication? o say that conflict exists everywhere would be to state the obvious. T Conflict occurs between all people and in all contexts. If you were to review your interactions with people you encounter from day to day, you can probably recall numerous instances in which your communication with them was marked by disagreement. That is, you and others seem to see the world in very different ways, and the positions you hold on various issues seemed to be divergent. For example, you may recall conversations you had with friends, such as, “What is the best comedy program on television?” “Which major in college creates the greatest chance for getting a job after graduation?” “Who makes the best pizza in the city?” “Which brand of jeans is the most attractive?” or “Which current musical performer or group is the best?” One of your authors can recall arguments he had with friends many years ago about who were the better musical groups: the Beatles or the Rolling Stones, the Temptations or the Four Tops. The excitement felt when arguments were presented on a vari- ety of such subjects, and the feelings of satisfaction experienced when he was able to win them over to his side are still palpable decades later. Although the issues, topics, and characters have changed, these types of arguments and the positive feelings about arguing continue today. You may even consider arguing with friends and colleagues fun or a type of recreational activity that is a satisfying alternative to watching television or 3 01-Rancer-4860.qxd 3/8/2006 1:12 PM Page 4 4—— The Structure of Argumentative and Aggressive Communication listening to the radio (Rancer, Baukus, & Infante, 1985; Rancer, Kosberg, & Baukus, 1992). -
Association Between Workplace Violence and Burnout Syndrome Among Schoolteachers: a Systematic Review
Journal of Health and Social Sciences 2021; 6,2:187-208 The Italian Journal for Interdisciplinary Health and Social Development SYSTEMATIC REVIEW IN OCCUPATIONAL HEALTH PSYCHOLOGY Association between workplace violence and burnout syndrome among schoolteachers: A systematic review Francesco CHIRICO1,2, Ilaria CAPITANELLI3, Martina BOLLO4, Giuseppe FERRARI5, Daniela ACQUADRO MARAN6 Affiliations: 1 MD, Contract Professor, Post-Graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy. 2 MD, Health Service Department, Italian State Police, Ministry of the Interior, Milan, Italy. 3 MD, Post-Graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy. 4 Psychologist, Department of Psychology, Università di Torino, Turin, Italy. 5 Psychologist, SIPISS, Milan, Italy. 6 Assistant Professor, Work and Organizational Psychology, Department of Psychology, Università di Torino, Turin, Italy. Corresponding author: Prof Francesco Chirico, Health Service Department, Italian State Police, Centro Sanitario Polifunzionale of Milano, Milan. Post-graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Roma, Italy. ORCID: 0000-0002-8737-4368. E-mail1,2: [email protected] Abstract Introduction: This review aimed to examine systematically the epidemiological evidence linking occupatio- nal exposure to violence with risk of burnout syndrome (BOS) among schoolteachers. Methods: A systematic review of literature used five primary databases: PsycINFO; Web of Science; PubMed Medline; Scopus; Cochrane; and keywords related to (a) workplace violence (WV), bullying, harassment, lateral violence, pupil misconduct, physical assault, teacher victimization; (b) schoolteachers, teachers, schools, pre-primary, kindergarten, primary, secondary; (c) burnout, emotional exhaustion, de- personalization, to identify relevant articles. Articles included featured occupational violence and burnout among schoolteachers. Results of the studies were analysed qualitatively. -
Effects of Argumentativeness and Verbal Aggressiveness on Communication Satisfaction And
Effects of Argumentativeness and Verbal Aggressiveness on Communication Satisfaction and Relationship Satisfaction in Sibling Relationships A dissertation submitted to the College of Communication and Information of Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Jodi L. Hupp May, 2014 Dissertation written by Jodi L Hupp B.A., University of Akron, 1999 B.A., University of Akron, 1999 M.L.I.S., Kent State University, 2001 M.A., University of Akron, 2004 Ph.D., Kent State University, 2014 Approved by ___________________________________ Janet Meyer, Ph.D., Chair, Doctoral Dissertation Committee ___________________________________ Sally Planalp, Ph.D., Member, Doctoral Dissertation Committee ___________________________________ Andrew Rancer, Ph.D., Member, Doctoral Dissertation Committee ___________________________________ Donald Wicks, Ph.D., Member, Doctoral Dissertation Committee Accepted by ___________________________________ George Cheney, Ph.D., Chair, Doctoral Studies Committee ___________________________________ Stanley T. Wearden, Ph.D., Dean, College of Communication and Information Table of Contents Page TABLE OF CONTENTS………………………………………………………….. iii LIST OF TABLES………………………………………………………………… vii ACKNOWLEDGMENTS…………………………………………………………. viii CHAPTER I. INTRODUCTION…………………………………………………..…… 1 Statement of Problem…………………………………………….… 3 Rationale for Study………………………………………………… 4 Factors Influencing Relationship Quality…………….……. 4 The Argumentative Skill Deficiency Model and Sibling Relationships……………………………………….………. -
How a Conversational Agent Should Respond to Verbal Abuse
CHI 2020 Paper CHI 2020, April 25–30, 2020, Honolulu, HI, USA Empathy Is All You Need: How a Conversational Agent Should Respond to Verbal Abuse Hyojin Chin Lebogang Wame Molefi Mun Yong Yi Graduate School of Graduate School of Graduate School of Knowledge Service Knowledge Service Knowledge Service Engineering, KAIST Engineering, KAIST Engineering, KAIST Daejeon, Republic of Korea Daejeon, Republic of Korea Daejeon, Republic of Korea [email protected] lebo.molefi@kaist.ac.kr [email protected] ABSTRACT term "conversational agent" as "the form of emergent dialogue With the popularity of AI-infused systems, conversational system" increasingly embedded in personal technologies and agents (CAs) are becoming essential in diverse areas, offer- devices. When using the term conversational agent, people ing new functionality and convenience, but simultaneously, might refer to a chatbot, virtual assistant, interface agent, em- suffering misuse and verbal abuse. We examine whether con- bodied conversational agent, or avatar [6, 41]. On the other versational agents’ response styles under varying abuse types hand, Intelligent Personal Assistant (IPA) refers to commercial influence those emotions found to mitigate peoples’ aggressive services such as Siri, Cortana, Alexa, Google Assistant, and behaviors, involving three verbal abuse types (Insult, Threat, Bixby, and the main functions of them are to retrieve informa- Swearing) and three response styles (Avoidance, Empathy, tion such as weather or music, and send notifications about Counterattacking). Ninety-eight participants were assigned schedules such as meeting schedules for the day [33]. These to one of the abuse type conditions, interacted with the three types of artificial intelligent (AI) solutions are widely available spoken (voice-based) CAs in turn, and reported their feelings on various devices including smartphones, wearable devices, about guiltiness, anger, and shame after each session. -
The Pennsylvania State University the Graduate School College of The
The Pennsylvania State University The Graduate School College of the Liberal Arts CHILDHOOD EXPOSURE TO VERBAL AGGRESSION AND DESENSITIZATION TO CONFLICT IN YOUNG ADULTHOOD A Dissertation in Communication Arts and Sciences by Lindsey S. Aloia © 2013 Lindsey S. Aloia Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2013 ii This dissertation of Lindsey S. Aloia was reviewed and approved* by the following: Denise Haunani Solomon Professor of Communication Arts and Sciences Dissertation Advisor Chair of Committee James P. Dillard Professor of Communication Arts and Sciences Mary Beth Oliver Distinguished Professor of Communication Alan J. Booth Distinguished Professor of Sociology, Human Development, and Demography John Gastil Professor of Communication Arts and Sciences Head of the Department of Communication Arts and Sciences *Signatures are on file in the Graduate School. iii ABSTRACT In this dissertation, I examine how childhood exposure to familial verbal aggression may desensitize people to experiences of aggression within adult romantic relationships. More specifically, I aim to understand how individuals who were exposed to verbal aggression in childhood adapt to conflict as reflected in their physiological stress response system. As a foundation for understanding the influence of familial verbal aggression, I begin Chapter 1 by elaborating on the definition of verbal aggression. Next, I review the frequency of conflict, origins of conflict, and effects of conflict in familial relationships. Then, I discuss research highlighting how exposure to conflict affects children, and I describe the mechanisms that explain how childhood exposure to conflict influences future experiences of conflict. This dissertation positions exposure to familial verbal aggression during childhood as a source of stress. -
Paola Pascual-Ferrá Loyola University Maryland
Centre for the Study of Communication and Culture Volume 35 (2016) No. 4 IN THIS ISSUE Communicating Aggression Paola Pascual-Ferrá Loyola University Maryland A QUARTERLY REVIEW OF COMMUNICATION RESEARCH ISSN: 0144-4646 Communication Research Trends Volume 35 (2016) Number 4 Table of Contents http://cscc.scu.edu Communicating Aggression Published four times a year by the Centre for the Study of Communication and Culture (CSCC), sponsored by the Editor’s Introduction . 3 California Province of the Society of Jesus. Copyright 2016. ISSN 0144-4646 Communicating Aggression . 4 Editor: Emile McAnany 1. Introduction . 4 Managing Editor: Paul A. Soukup, S.J. 2. Theories of Aggression: Subscription: An Interdisciplinary Perspective . 5 Annual subscription (Vol. 35) US$55 A. Instinct theories . 5 B. Drive theories . 6 Payment by check, MasterCard, Visa or US$ preferred. C. Social learning theories . 8 For payments by MasterCard or Visa, please go to the D. Cognitive theories . 10 secure payments site: E. Biological theories . 12 https://commerce.cashnet.com/COMM3Trends 3. Forms of Aggression Checks and/or International Money Orders (drawn on within a Communication Encounter . 13 USA banks; for non-USA banks, add $10 for handling) A. Nonverbal aggression . 13 should be made payable to Communication Research B. Verbal aggression . 14 Trends and sent to the managing editor C. Reasons for communicating aggression . 14 Paul A. Soukup, S.J. Communication Department 4. Two Competing Models of Verbal Aggression . 16 Santa Clara University A. Argumentative skill deficiency model . 16 500 El Camino Real B. The communibiological perspective . 19 Santa Clara, CA 95053 USA 5. Conclusion . 22 Transfer by wire: Contact the managing editor. -
Investigating the Effects of Nonverbal
DO ACTIONS REALLY SPEAK LOUDER THAN WORDS?: INVESTIGATING THE EFFECTS OF NONVERBAL IMMEDIACY AND VERBALLY AGGRESSIVE MESSAGES ON PERCEPTIONS OF A MANAGERS PERCEIVED LEVEL OF CREDIBILITY, CARING, AND COMMUNICATOR STYLE. A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Joseph E. Lybarger December, 2014 DO ACTIONS REALLY SPEAK LOUDER THAN WORDS?: INVESTIGATING THE EFFECTS OF NONVERBAL IMMEDIACY AND VERBALLY AGGRESSIVE MESSAGES ON PERCEPTIONS OF A MANAGERS PERCEIVED LEVEL OF CREDIBILITY, CARING, AND COMMUNICATOR STYLE. Joseph E. Lybarger Thesis Approved: Accepted: _______________________________ _______________________________ Faculty Advisor School Director Dr. Andrew S. Rancer Dr. Therese L. Lueck _______________________________ _______________________________ Committee Member Dean of the College Dr. Yang (Young) Lin Dr. Chand K. Midha _______________________________ _______________________________ Committee Member Dean of the Graduate School Dr. Elizabeth E. Graham Dr. George R. Newkome _______________________________ Date ii ACKNOWLEDGEMENTS A major research project like this is never the work of anyone alone. The contributions of many different people, in their different ways, have made this thesis possible. I would like to extend my deepest appreciations, especially to the following. I wish to thank, first and foremost, my family. My grandparents (Joe & Janet), my parents (Andy & Kim), and my three beautiful and amazing sisters (Lyna, Tara, & Jana). The love and support you have all shown me over the years has given me the strength and resilience to overcome many obstacles and persevere when hope looked lost. Especially to my grandfather, Ralph, J. Lybarger, for believing in me when no else did. It is with immense gratitude that I acknowledge the support, the educated and experienced advice, and help of my advisor, Dr. -
Neural Characteristics of Affectionate Communicators: Trait Affection and Asymmetry in the Prefrontal Cortex Robert Joel Lewis University of Missouri-St
CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Missouri, St. Louis University of Missouri, St. Louis IRL @ UMSL Theses Graduate Works 4-18-2008 Neural Characteristics of Affectionate Communicators: Trait Affection and Asymmetry in the Prefrontal Cortex Robert Joel Lewis University of Missouri-St. Louis Follow this and additional works at: http://irl.umsl.edu/thesis Recommended Citation Lewis, Robert Joel, "Neural Characteristics of Affectionate Communicators: Trait Affection and Asymmetry in the Prefrontal Cortex" (2008). Theses. 60. http://irl.umsl.edu/thesis/60 This Thesis is brought to you for free and open access by the Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Theses by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Neural Characteristics of Affectionate Communicators: Trait Affection and Asymmetry in the Prefrontal Cortex Robert J. Lewis B.A., Mass Communications – journalism emphasis, computer science minor Southeast Missouri State University, 2004 A Thesis Submitted to The Graduate School at the University of Missouri – St. Louis in partial fulfillment of the requirements for the degree Master of Arts in Communication May, 2008 Thesis Advisory Committee Dr. Alan D. Heisel, Chairperson Dr. Yan Tian Dr. Amber Reinhart Copyright, Robert J. Lewis, 2008 Dedication This thesis paper is dedicated to Rikki and Jack. For loving one another, for our passions, and for the support you give to me, I will always be thankful. i Acknowledgment I would like to thank each of my committee members—Dr. Alan Heisel, Dr. Yan Tian, and Dr. Amber Reinhart—for their support and exceptionally useful critiques on this text.