Reported Argumentativeness and Verbal Aggressiveness Levels: The Influence of Type of Argument

Arguments in interpersonal relationships can be divided into two types: public issue arguments and personal issue arguments. This study examines the ability of type of argument, trait argumentativeness and verbal aggressiveness, and gender to predict reported argumentativeness and verbal aggressiveness levels related to a particular argument episode. Reported argumentativeness levels were higher in the public argument condition, and reported verbal aggressiveness levels were higher in the personal argument condition. Trait argumentativeness predicted reported argumentativeness levels better in the public argument condition than the personal argument condition, suggesting that type of argument may serve as a moderator for the relationship between trait argumentativeness levels and argument-specific argumentativeness levels. Implications for using these two scales to examine interpersonal argument are discussed.     

The relationship between perceived instructor communicator style,argumentativeness, and verbal aggressiveness

The purpose of this study was to examine the interrelationships among perceived instructor communicator style, perceived instructor trait argumentativeness, and perceived instructor trait verbal aggressiveness in the college classroom. Participants were 236 undergraduate students enrolled in a variety of communication courses at a large Eastern university. Results indicated that (a) perceived instructor trait argumentativeness was positively related to the perceived instructor communicator style attributes of impression leaving, contentious, open, dramatic, dominant, precise, relaxed, attentive, and animated; (b) perceived instructor trait verbal aggressiveness was positively related to the perceived instructor communicator style attributes of contentious and precise, and negatively related to the perceived communicator style attributes of impression leaving, relaxed, friendly, attentive, and animated; and (c) perceived instructor use of verbally aggressive messages was related in some way to the perceived instructor communicator style attributes of contentious, impression leaving, friendly, attentive, animated, relaxed, dramatic, and precise.     

Humor: Incongruity,disparagement, and David Letterman

Trait argumentativeness and argumentativeness in the workplace, a particular situation, were examined with regard to gender of the respondent, rank/status of the respondent in the organization, and existence of a formal employee participation program. A main effect for gender showed men displayed the trait to a greater degree than women. There was a strong correlation between general trait argumentativeness and workplace argumentativeness, measured at a two‐week interval, which adds strength and validity to the trait measure of argumentativeness. The influence of the cross‐situaiional consistency nature of the trait was evidenced in this study.     

A Test of the Relationship Between Argumentativeness and Individualism/Collectivism in the United States and Finland

This study explored relationships between argumentativeness and collectivism/individualism in Finland and the United States. Data were gathered in the United States (n = 412) and Finland (n = 261). The analysis suggested: (a) collectivism was negatively correlated with argumentativeness, (b) individualism was positively correlated with argumentativeness, and (c) Finnish participants reported lower levels of argumentativeness than Americans. Cultural differences between the United States and Finland are discussed as reasons for the differences between the nations on argumentativeness.     

Testing Hierarchical Models of Argumentativeness and Verbal Aggressiveness

Support was found for a hierarchical model of argumentativeness theory (N = 1541) in which the second-order factors of motivation to argue and verbal aggressiveness exert top-down influence on subsidiary motives and attitudes. Emotional involvement with arguing and emotional involvement with verbal aggressing were added to clarify the originating theory and to improve model fit. The argumentativeness scale was heterogeneous, consisting of distinct ability and motivation to argue factors. Ability to argue had a direct negative effect and an indirect positive effect on verbal aggressiveness, with this positive effect mediated by motivation to argue. The positive effect of motivation to argue on verbal aggressiveness was moderated by college education, suggesting that students acquire a debate schema during their first semesters of college that enables them to better control their arguments, preventing escalation into verbal aggression. The methodological and theoretical implications of the results are discussed.     

Relationships between group skills,temperament, and argumentativeness

The relationships between students’ self‐perceived group skills, personality temperament, and trait argumentativeness are reported. Temperaments based on Keirsey's FourTypes Sorter are not substantially related to group skills, and tend to give oppositely‐signed correlations by gender. Argumentativeness is broadly related to group skills, generally but not always in a positive manner.     

Perceived instructor argumentativeness and verbal aggressiveness and student outcomes

The purpose of this study was to examine the relationship between instructor argumentativeness and verbal aggressiveness, and student affective learning and satisfaction. Participants were 169 undergraduate students enrolled in a variety of communication courses at a small Midwestern university. Results indicate that perceived instructor argumentativeness is positively correlated with student affect toward the course, student affect toward the instructor, and student satisfaction whereas perceived instructor verbal aggressiveness is negatively correlated with student affect toward the course, student affect toward the instructor, and student satisfaction. Future researchers may examine the reasons behind instructor argumentative and verbally aggressive behaviors as well as the composition of the various messages used to exemplify these behaviors.     

Teaching assistant argumentativeness and perceptions of power use in the classroom

This study explored the relationship between TA argumentativeness and self reports of power use in the classroom. Results indicated that TA argumentativeness was positively correlated with overall TA power use. Specifically, use of referent and expert power were positively correlated with TA argumentativeness. Significant differences existed between high and low argumentatives for overall power use. Significant differences between argumentativeness levels were also found for referent and expert power.     

Individual differences and compliance gaining message selection: The effects of verbal aggressivencess,argumentativeness, dogmatism,and negativism

Recent work in the area of communication and individual differences has produced measures of two traits which promise to be important to the process of selecting compliance gaining messages. In the study reported in this paper the effects of these two traits, argumentativeness and verbal aggressiveness, on compliance gaining message chokes were assessed, while controlling for the effects of two known predictors, negativism and dogmatism. The data indicate that the impact of these variables is situationally dependent. This finding is discussed in terms of recent hypotheses concerning the impact of trait by individual difference interactions on human communication behavior.     

Acculturation and Communication Traits: A study of Cross-Cultural Adaptation among Chinese in America

This study investigated the relationships between acculturation and communication traits. One hundred and seventy-five Chinese across from the United States participated in this study. Participants received a battery of questionnaires in the mail, including the measures of communication apprehension, willingness to communicate, communication competence, argumentativeness, general disclosiveness and cultural identity. Results indicated that as proportion of life in America increased, Chinese identified more with American culture; in turn, they became less fearful, more willing and competent in communication. Their self-disclosure also became less frequent and intimate, but more positive, with longer time living in America. These findings suggest that culture shapes communication traits through exposure to and identification with the host culture to some extent.     

Decision‐making collaboration scale: Tests of validity

A trait Decision‐Making Collaboration Scale was discussed and examined for reliability and validity. The scale represents on‐going scale development to measure decision‐making tendencies. The premise is that individuals are generally willing or not willing to participate collaboratively in decision‐making communication interpersonally. The 13‐item measure is described. Support for validity was addressed by investigating the relationships between the decision‐making construct with argumentativeness, verbal aggression, interpersonal communication competence, and willingness to communicate. Willingness to participate in collaborative decision making was moderately related to argumentativeness, competence, and willingness to communicate in a positive manner, while slightly related to verbal aggression in a negative manner. Some construct validity was offered by asking participants to report their decision‐making tendencies and comparing these reports to their friends’ ratings of them. No significant differences were found. Implications for future research are discussed.     

Argumentativeness and verbal aggressiveness as a function of locus of control

This study examined argumentativeness, verbal aggressiveness, and general control expectancies. Two hundred ten (N=210) participants completed the Argumentativeness Scale, the Verbal Aggressiveness Scale, and a modified version of the Three‐Factor Locus of Control Scale. Results indicate that individuals who reportan internal control orientation were found toreport lower levels of argument avoidance than externals. Externals reported higher levels of verbal aggressiveness than internals. Further, an external locus of control orientation was positively related to verbal aggressiveness. Internal locus of control orientation was negatively related to tendency to avoid arguments. The findings provide further evidence into the relationship between control expectancies and aggressive communication traits.     

The argumentativeness scale: Problems and promise

Previous studies and theoretical analyses have suggested that Infante and Rancer's concept of argumentativeness—and the scale that measures it—suffer from conceptual weaknesses and an inability to explain findings within the original conceptualization of argumentativeness. This essay argues that conceptual weaknesses and operationalization problems have produced questionable findings of argumentativeness differences between the sexes and between those with and without debate experience. The study then compares differently worded versions of the argumentativeness scale in order to provide evidence of the scale's current weaknesses and guidance in how to remedy them in future argumentativeness research.     

Argumentative skill deficiency and its relationship to quality of marriage

This study investigates the relationship between verbal aggression, argumentativeness, and marital quality in a sample of non‐distressed couples. The traits of verbal aggression and argumentativeness are predicted to have different effects on marital quality; specifically, verbal aggression is hypothesized to have an inverse relation to marital quality while argumentativeness is posited to have a positive relationship. Results show support for the first hypothesis and partial support for the second hypothesis. Implications of these results for conflict resolution in marriage are discussed.     

Motives as predictors of argumentativeness and verbal aggressiveness of black and white adolescents

Motives of inclusion, affection, control, pleasure, escape, and relaxation (Rubin, Perse & Barbato, 1988) were investigated as predictors of adolescents' argumentativeness and verbal aggressiveness. White and black girls and boys (N = 198) completed the Adolescent Argumentativeness Scale and Adolescent Verbal Aggressiveness Scale (Roberto & Finucane, 1997). One Multiple Regression (stepwise) analysis found that control, inclusion, and affection predicted argumentativeness. A second analysis found that control predicted verbal aggressiveness. Race and sex were not significant in either model. Significantly, a positive relationship was found for argumentativeness and verbal aggressiveness for whites and blacks, girls and boys. Suggestions for future research include re‐examination of the verbal aggression scale for adolescent samples.     

Argumentativeness and verbal aggressiveness: Testing for conceptual and measurement equivalence across cultures

Research in the United States has identified argumentativeness and verbal aggressiveness as, respectively, constructive and counterproductive forms of communication predispositions. The present study tests the conceptual equivalence of the two constructs and the measurement equivalence of the Argumentativeness Scale (Infante & Rancer, 1982) and the Verbal Aggressiveness Scale (Infante & Wigley, 1986) across cultures. College students from the United States (N = 755) and Japan (N = 716) responded to a questionnaire. The results indicated that: (a) the two—factor solution of the Argumentativeness Scale and the Verbal Aggressiveness Scale was a reasonable overall fit to both samples, with some culture‐specific unreliable items; (b) orthogonality of the two constructs held for both samples; (c) the factor structures (factor loading patterns and factor variance‐covariance structures) of the two scales were partially variant across the samples; and (d) the two scales had satisfactory construct validity for the Japanese sample. Implications for research on aggressive communication in connection with Hall's (1981) theory of cultural variation, cross‐cultural conflict management, and measurement in cross‐cultural communication research are discussed.     

A study of the effect of muscular exercise upon stuttering∗

Verbal agressiveness is conceptualized as a personality trait that predisposes persons to attack the self‐concepts of other people instead of, or in addition to, their positions on topics of communication. This conception is positioned with respect to the trait structure of personality and also in relation to other aggressive personality traits: hostility, assertiveness, and argumentativeness. An interpersonal model is developed that specifies the types of verbally aggressive messages in interpersonal relations, their effects, and their causes. A rationale is developed for studying verbal aggression apart from other types of aggression, and several studies developing a Verbal Aggressiveness Scale are reported. Results indicate that the Scale is valid and reliable. Implications are discussed, especially in terms of understanding and controlling physical aggression.     

Reasons for Student Engagement in Extra-Class Communication

This study extends instructional communication research on extra-class communication (ECC) by presenting an integrative analysis comparing the explanatory utility of student- and instructor-oriented reasons for student engagement in frequent ECC. Results from 495 college students suggested that student-oriented reasons, specifically the relational and functional student motives, were the only significant, positive predictors of students’ perceptions of frequent ECC engagement. Other student motives (excuse making, participation, sycophancy) and perceptions of instructor approachability did not significantly predict perceived frequency of ECC engagement.     

Understanding entry into controversy at work and at home

For this study, the argumentativeness scale was revised to operationalize the predisposition to engage in any discussion of a controversial issue. This study examined propensity for entry into potential disagreement through discussion of controversial issues, and compared such tendencies in the workplace and the home. Results showed nonconfrontation conflict management style to be overwhelmingly the best predictor of willingness to engage in controversy, with a negative relationship. No differences were found between spouse‐, coworker‐, and self‐perceptions of willingness to discuss controversial issues. However, spouses's perceptions were more closely associated with self‐perceptions. Finally, the relationship between the argumentativeness scale and its revision was explored and found to be strong but not redundant. Implications of this and other findings were discussed.     

The Impact of Media Use and Cultural Exposure on the Mutual Perception of Koreans and Japanese1 The present research has been conducted by the Research Grant of Kwangwoon University in 2004

This study examines how the use of a foreign country's media and culture influences perceptions of that country. A total of 315 Korean and 290 Japanese college students were surveyed in 2002 to facilitate the author's analysis of the flow of cultural products between Korea and Japan and the impact of their use. Between countries cultural products flow in one direction because of differences in market size and cultural competitiveness. This paper aims to reconfirm the asymmetric flow of cultural products between Korea and Japan. Its results reveal that Korean college students spend 25.40% of their media usage time consuming Japanese media products, whereas only 1.79% of Japanese students devote any time at all to Korean products. Next, studying both domestic and foreign media use, the author examined the effects of asymmetric cultural consumption on how Koreans and the Japanese perceive each other. Perception of a country is described in terms of three variables: cultural affinity, product purchase intention, and preference for the country. Use levels of foreign media, cultural exposure to the foreign country, and social demographics were hypothesized to influence these variables. Traveling experience to the counterpart country and preference for that country's food were measured to represent cultural exposure. Gender was a significant variable influencing cross-cultural perception. For Japanese students, first-hand exposure to Korean culture affected their perception of Korea significantly, whereas Korean students were more strongly affected by media use. Interestingly, Korean students’ domestic media use negatively affected their cultural proximity to Japan, while Japanese students’ domestic media use positively affected their intentions to purchase Korean products.