Verbal Aggressiveness: Infante And Wigley (1986)

Verbal aggressiveness
Infante and Wigley (1986) have defined the verbal aggressiveness as an attack in the perception of individual without, or with, simultaneous attack in thesis that takes the person into a communication issue. Verbal aggressiveness functions as a catalyst for physical aggressiveness (Infante & Wigley, 1986; Infante et al., 1989; Sabourin et al., 1993). The negative effects of verbal aggressiveness may be more devastating and by physical aggression because its effects last for our entire life (Infante, 1995). The majority of research shows that the verbal aggressiveness is considered destructive feature (Infante, 1995; Myers & Rocca, 2000; Bekiari, Kokaridas & Sakellariou, 2006; Myers et al., 2007; Bekiari, 2012; 2014;
Still, the use of verbal aggressiveness from professor negatively affects the creation of a positive relationship with his students (Frymier & Wanzer, 2006; Martin & Myers, 2006), they cause disruptive behaviors (Claus et al., 2012; Kennedy-Lightsey & Myers, 2009) as well as motivate them less for participation (Goodboy & Bolkan, 2009; Myers et al., 2007; Rocca, 2004; Rocca, 2008). In addition, the use of verbal aggressiveness from teachers has negative effects for themselves. Appear less communicative (Myers et al., 2007) as students impart a less scientific approach and sociability (Hasanagas & Bekiari, 2015; Myers & Rocca, 2000; Rocca & McCroskey, 1999) while they report burnout (Avtgis & Rancer, 2008; Yaratan & Uludag, 2012). Instead the lack of verbal aggressiveness leads to high levels of motivation, positive perception of classroom climate and emotional learning (Mazer & Stowe, 2015). Several studies describing the negative effects of using verbal aggressiveness from their chiefs to subordinates in the workplace (Infante et al., 1993; Infante & Gorden, 1985a, 1985b; Wheeless et al., 1984) but few are those who associate the verbal
It is basically the Bass model (1985) that was the relationship between transactional and transformational leadership. Transactional leadership is based on a relation transaction between directors and inferiors, promoting the οrganization's members by offering rewards (Burns, 1978; Pashardes, 2004). Its features are: administration with minimal interventions (laissez faire), based on the exceptions management (management by exception) and contingent reward (reward contingency) (Robbins & Judge, 2011). In contrast, transformational leadership is a special leadership style applied by superiors in order to motivate subordinates to operate at a higher level, offering spiritual challenges and paying attention to their individual needs by creating supportive environment (Koustelios & Belias, 2014; Gkolia et al. 2014). It is based on trust and respect with parallel commitment to the vision of creating incentives for employees (Eliophotou-Menon, 2011). The transformational leadership is grounded on the following characteristics: idealized influence (idealized influence), incitement that inspires (inspirational motivation), intellectual stimulation (intellectual stimulation) and personalized care (individualized consideration) (Bass, 1990, 1997; Bass & Stogdill,1990; Robbins &