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Perception Becomes Reality: Student-Teacher Relationships and Verbally Aggressive Messages

Buford, Angela M.
http://rave.ohiolink.edu/etdc/view?acc_num=csu1294261855

Abstract Details

2010, Master of Applied Communication Theory and Methodology, Cleveland State University, College of Liberal Arts and Social Sciences.
This study examined the impact of verbal aggression toward students when recalling a hurtful incident between a teacher and a student. Specifically, this study investigated the relationship between students reported verbally aggressive incidents with teachers, self-esteem and student-teacher relational satisfaction. A total of 83 participants were surveyed to obtain recollections of verbally aggressive incidents and their reported impact. Verbally aggressive messages were represented by Infante's (1987) typologies of verbally aggressive messages, which included character attacks, competence attacks, background attacks, physical appearance attacks, maledictions, teasing, ridicule, threats, profanity and nonverbal emblems. The researcher also included a “never experienced” category for respondents who expressed never having experienced a verbally aggressive incident with a teacher. Generally, the findings indicated that a statistically significant relationship existed between experiencing verbal aggression and decreased student-teacher relational satisfaction and decreased self-esteem. Additionally, it was found that character attacks, competence attacks, ridicule and background attacks were the most frequently perceived forms of verbal aggression. Furthermore, results indicated that respondents who had moderate to high levels of verbal aggression were more likely to report experiencing a verbally aggressive incident with a teacher.
Jill Rudd, PhD (Committee Chair)
Wendy Regoeczi, PhD (Committee Member)
Cheryl Bracken, PhD (Committee Member)
89 p.
Communication
verbal aggression; relational satisfaction; VERBALLY AGGRESSIVE MESSAGES

Recommended Citations

Citations

  • Buford, A. M. (2010). Perception Becomes Reality: Student-Teacher Relationships and Verbally Aggressive Messages [Master's thesis, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1294261855

    APA Style (7th edition)

  • Buford, Angela. Perception Becomes Reality: Student-Teacher Relationships and Verbally Aggressive Messages. 2010. Cleveland State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1294261855.

    MLA Style (8th edition)

  • Buford, Angela. "Perception Becomes Reality: Student-Teacher Relationships and Verbally Aggressive Messages." Master's thesis, Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1294261855

    Chicago Manual of Style (17th edition)

csu1294261855
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© 2010, all rights reserved.
This open access ETD is published by Cleveland State University and OhioLINK.