College Students’ Use of Behavioral Alteration Techniques as a Function of Aggressive Communication

Abstract

This study examined the associations between students’ self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large Mid-Atlantic university. Students’ verbal aggressiveness appears to influence their perceptions of BATs use as appropriate (6 of the 19 possible associations were significant) and effective (5 of the 19 possible associations were significant). Fewer associations found between students’ argumentativeness and perceptions of BATs use as effective (1 of the 19 possible) indicate argumentativeness exerts less influence on students’ perceptions. Together, students’ verbal aggressiveness and perceptions of BATs use as appropriate and effective were significant predictors of students’ likelihood to use prosocial and antisocial BATs. Student argumentativeness did not contribute to students’ BATs use.

Keywords:

• Verbal Aggressiveness
• Argumentativeness
• Student BATs
• Appropriateness
• Effectiveness
• Likelihood of use

Additional information

Notes on contributors

Carrie D. Kennedy-Lightsey

Carrie D. Kennedy-Lightsey is at West Virginia University

Scott A. Myers

Scott Myers is at West Virginia University