Perceived instructor credibility and verbal aggressiveness in the college classroom

Abstract

The purpose of this study was to examine the relationships among perceived instructor credibility (i.e., competence, character, caring), perceived instructor verbal aggressiveness, and perceived instructor use of 10 primary types of verbally aggressive messages (i.e., character attacks, competence attacks, background attacks, physical appearance attacks, malediction, teasing, ridicule, threats, swearing, nonverbal emblems). Participants were 273 students enrolled in a variety of courses at a small midwestern university. Results indicated that (a) perceived instructor competence, character, and caring are all negatively correlated with perceived instructor verbal aggressiveness and (b) significant negative relationships exist between perceived instructor competence, character, and caring and perceived instructor use of the 10 types of verbally aggressive messages, with the exception of a nonsignificant relationship between perceived instructor competence and perceived instructor use of the teasing verbally aggressive message.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 76 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.