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This investigation examines the perceptions that students have of teachers' argumentativeness and verbal aggressiveness to determine if these trait behaviors in conjunction with a student's perceptions of their teacher's socio-communicative style (being their level of assertiveness and responsiveness) have an effect on the student-teacher relationship. In addition, this investigation attempts to create a model of teachers communicative behaviors which lead to students' feelings of learner empowerment and student learning. The findings of the study indicate that teacher responsiveness has significant positive impact on students, feelings of learner empowerment, students' reports of affective learning, and students' reports of less cognitive learning loss. The relationship between teacher argumentativeness and teacher assertiveness to learner empowerment and students' affective and cognitive learning is unclear and requires further investigation. Finally, teachers' verbal aggression has significant negative effects on students' feelings of empowerment and learning.