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Mottet, T. P., Garza, R., Beebe, S. A., Houser, M. L., Jurrells, S., & Furler, L. (2008). Instructional Communication Predictors of Ninth-Grade Students’ Affective Learning in Math and Science. Communication Education, 57, 333-355.
https://doi.org/10.1080/03634520801989950

has been cited by the following article:

• TITLE: Verbal Aggressiveness and Affective Learning in Physical Education

  AUTHORS: Alexandra Bekiari, Theodota Tsaggopoulou

  KEYWORDS: Verbal Aggressiveness, Affective Learning, Physical Education

  JOURNAL NAME: Advances in Physical Education, Vol.6 No.4, November 23, 2016

  ABSTRACT: In this study, relations among physical education instructors’ verbal aggressiveness were examined as perceived by students and students’ affective learning. The sample consisted of 297 students (approx. 50% males and 50% females) aged 9 - 12 years old (M = 11.2, SD = 0.68) from primary schools who completed two types of questionnaires during physical education classes. Statistically significant differences were observed in affect towards recommended course behavior between the two genders of the students. ANOVA’s findings supported that there was a significant dependence between classes on the factors of affect towards course content and affect towards recommended course behavior. Correlational analysis indicated that perceived instructors’ verbal aggressiveness was negatively related to affect towards course content, affect towards recommended course behavior and affect towards the instructor. The results of regression analysis revealed that perceived instructors’ verbal aggressiveness could significantly predict the variables of affect towards the instructor. Distinct types of students are also proposed: 1) the “full affected” and 2) the “behaviorally affected” student.