Abstract
Competitive parliamentary debate is a popular and important form of debate in the United States. This study surveyed individuals who competed, and individuals who have never competed, in parliamentary debate were surveyed to understand if parliamentary debate increases argumentativeness and decreases verbal aggression in students who competed in the event. When it comes to verbal aggressiveness, competitive parliamentary debate participants did score lower in verbal aggressiveness then those who have not competed in parliamentary debate. However, there was not a significant difference in verbal aggressiveness with those who have more parliamentary debate experience and those with less experience. Additionally, competitive parliamentary debate participation did not predict the level of argumentativeness because competitive debaters did not significantly score higher on the argumentativeness scale compared to those who have not competed. However, when looking at those who did compete in parliamentary debate, it was found that the longer they competed, the higher their level of argumentativeness. These results lead to implications and conclusions about teaching and competing in parliamentary debate.
Advisor
Leah White
Committee Member
Deepa Oommen
Committee Member
Jasper Hunt
Date of Degree
2017
Language
english
Document Type
Thesis
Degree
Master of Fine Arts (MFA)
College
Arts and Humanities
Recommended Citation
Roth, L. L. (2017). What Traits are Learned?: Determining the Levels of Argumentativeness and Verbal Aggressiveness in Competitive Parliamentary Debate [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/699/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Rights Statement
