The purpose of this study was to examine verbal aggressiveness, argumentativeness and motivation climate in a multi-parametric context. Nine hundred and three (903) students (448 males, 455 females), whose age varied from 10 to 17 years old (M = 13.8, SD = 2.3), participated in this study. The findings revealed that instructors’ verbal aggressiveness was positively related to performance climate and negatively to argumentativeness and mastery climate, while argumentativeness was positively related to mastery climate. Additionally, the multiple regression analysis presented that argumentativeness and the created motivational climate were negative predictors of verbal aggressiveness. High school students perceive their instructor more argumentative and reported the lower score on performance climate. Urban schools presented higher levels on verbal aggressiveness and performance climate. Students from 9th grade proved to have higher score in verbal aggressiveness, 7th grade in argumentativeness and mastery climate. Finally, students from 6th grade perceived that their instructors created performance climate in higher levels. Furthermore, Mancova indicated that the covariates, mastery and performance climate explained a statistically significant proportion of variance of verbal aggressiveness and argumentativeness between classes. Moreover, instructors who use low level of verbal aggressiveness proved to have higher score in argumentativeness and mastery climate. Also, high level of verbal aggressiveness was presented in performance climate. Finally, Ancova reported that argumentativeness was a significant covariate of verbal aggressiveness on performance climate.
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