The argumentative student in the speech communication classroom: An investigation and implications

Abstract

Characteristics of the argumentative student in the speech communication classroom are explored in this article. A recent conceptualization of argumentativeness is first explained. Potentially discriminating variables are then specified. A study is reported which observed that high argumentatives received more high school training in argumentation, reported a higher college grade point average, were born earlier in the family birth order, preferred smaller college classes, and were more liberal. Satisfaction with interpersonal relations and ability to relate to peers did not discriminate among high, moderate, and low argumentatives. This conclusion supports the assumption that argumentativeness is a desirable communication trait. Implications of the results are discussed.

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