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

This 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 returne...

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Bibliographic Details
Published in:Communication education 2017-07, Vol.66 (3), p.330-349
Main Authors: Lin, Yang, Durbin, James M., Rancer, Andrew S.
Format: Article
Language:English
Subjects:
Aggressiveness
Anxiety
argumentativeness
Classroom Communication
classroom communication climate
Classroom Environment
Classrooms
College Faculty
College Students
Communication
Correlation
Hypothesis Testing
Likert Scales
math anxiety
Mathematics Anxiety
Mathematics Teachers
Perceptions
Persuasive Discourse
Statistics
Student Attitudes
Student Motivation
student state motivation
Student Surveys
Teacher Behavior
verbal aggressiveness
Verbal Communication
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Summary:This 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.
ISSN:0363-4523
1479-5795
DOI:10.1080/03634523.2016.1245427