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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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| Published in: | Communication education 2017-07, Vol.66 (3), p.330-349 |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c360t-a1f8e8e1b104bfcd0e4ffdf6dd6e239a7d770a506befe08bbb657c9f054c31813 |
| container_end_page | 349 |
| container_issue | 3 |
| container_start_page | 330 |
| container_title | Communication education |
| container_volume | 66 |
| creator | Lin, Yang Durbin, James M. Rancer, Andrew S. |
| description | 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. |
| doi_str_mv | 10.1080/03634523.2016.1245427 |
| format | article |
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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.</description><identifier>ISSN: 0363-4523</identifier><identifier>EISSN: 1479-5795</identifier><identifier>DOI: 10.1080/03634523.2016.1245427</identifier><language>eng</language><publisher>Abingdon: Routledge</publisher><subject>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</subject><ispartof>Communication education, 2017-07, Vol.66 (3), p.330-349</ispartof><rights>2016 National Communication Association 2016</rights><rights>2016 National Communication Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c360t-a1f8e8e1b104bfcd0e4ffdf6dd6e239a7d770a506befe08bbb657c9f054c31813</citedby><cites>FETCH-LOGICAL-c360t-a1f8e8e1b104bfcd0e4ffdf6dd6e239a7d770a506befe08bbb657c9f054c31813</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1142021$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Lin, Yang</creatorcontrib><creatorcontrib>Durbin, James M.</creatorcontrib><creatorcontrib>Rancer, Andrew S.</creatorcontrib><title>Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety</title><title>Communication education</title><description>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.</description><subject>Aggressiveness</subject><subject>Anxiety</subject><subject>argumentativeness</subject><subject>Classroom Communication</subject><subject>classroom communication climate</subject><subject>Classroom Environment</subject><subject>Classrooms</subject><subject>College Faculty</subject><subject>College Students</subject><subject>Communication</subject><subject>Correlation</subject><subject>Hypothesis Testing</subject><subject>Likert Scales</subject><subject>math anxiety</subject><subject>Mathematics Anxiety</subject><subject>Mathematics Teachers</subject><subject>Perceptions</subject><subject>Persuasive Discourse</subject><subject>Statistics</subject><subject>Student Attitudes</subject><subject>Student Motivation</subject><subject>student state motivation</subject><subject>Student Surveys</subject><subject>Teacher Behavior</subject><subject>verbal aggressiveness</subject><subject>Verbal Communication</subject><issn>0363-4523</issn><issn>1479-5795</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNp9Uctu1TAQtRBIXFo-oVIktuR2HNt57EBVy0OV6KJdW44zvqRK7DJ2Wu638LM4SumS1dhzXhodxs447Dm0cA6iFlJVYl8Br_e8kkpWzSu247LpStV06jXbrZxyJb1l72K8B-BV_uzYnxski-MjDsXoY6LFpkCFocMyo08mZcRjjB-LR6TeTIU5HCj_X9bGD4WdTIwUwlzYMM-LH23WBZ_342wSZuOCcNp2KRQxLUP2znMF55AzNmz1yoKf-fF7xHQ8ZW-cmSK-f54n7O7q8vbia3n948u3i8_XpRU1pNJw12KLvOcge2cHQOnc4OphqLESnWmGpgGjoO7RIbR939eqsZ0DJa3gLRcn7MPm-0Dh14Ix6fuwkM-RmncAnZBcQWapjWUp5HPR6QfK99FRc9BrD_pfD3rtQT_3kHVnmw5ptC-ay--cywqqNf3Tho_eBZrNU6Bp0Mkcp0COjLdj1OL_EX8BkZGeGQ</recordid><startdate>20170703</startdate><enddate>20170703</enddate><creator>Lin, Yang</creator><creator>Durbin, James M.</creator><creator>Rancer, Andrew S.</creator><general>Routledge</general><general>Taylor & Francis</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20170703</creationdate><title>Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety</title><author>Lin, Yang ; Durbin, James M. ; Rancer, Andrew S.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-a1f8e8e1b104bfcd0e4ffdf6dd6e239a7d770a506befe08bbb657c9f054c31813</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Aggressiveness</topic><topic>Anxiety</topic><topic>argumentativeness</topic><topic>Classroom Communication</topic><topic>classroom communication climate</topic><topic>Classroom Environment</topic><topic>Classrooms</topic><topic>College Faculty</topic><topic>College Students</topic><topic>Communication</topic><topic>Correlation</topic><topic>Hypothesis Testing</topic><topic>Likert Scales</topic><topic>math anxiety</topic><topic>Mathematics Anxiety</topic><topic>Mathematics Teachers</topic><topic>Perceptions</topic><topic>Persuasive Discourse</topic><topic>Statistics</topic><topic>Student Attitudes</topic><topic>Student Motivation</topic><topic>student state motivation</topic><topic>Student Surveys</topic><topic>Teacher Behavior</topic><topic>verbal aggressiveness</topic><topic>Verbal Communication</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lin, Yang</creatorcontrib><creatorcontrib>Durbin, James M.</creatorcontrib><creatorcontrib>Rancer, Andrew S.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Communication education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lin, Yang</au><au>Durbin, James M.</au><au>Rancer, Andrew S.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1142021</ericid><atitle>Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety</atitle><jtitle>Communication education</jtitle><date>2017-07-03</date><risdate>2017</risdate><volume>66</volume><issue>3</issue><spage>330</spage><epage>349</epage><pages>330-349</pages><issn>0363-4523</issn><eissn>1479-5795</eissn><abstract>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.</abstract><cop>Abingdon</cop><pub>Routledge</pub><doi>10.1080/03634523.2016.1245427</doi><tpages>20</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0363-4523 |
| ispartof | Communication education, 2017-07, Vol.66 (3), p.330-349 |
| issn | 0363-4523 1479-5795 |
| language | eng |
| recordid | cdi_crossref_primary_10_1080_03634523_2016_1245427 |
| source | Taylor & Francis; ERIC |
| 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 |
| title | Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety |
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