Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter Following Oral Presentations

Autor/inn/en	Werle, Danielle; Byrd, Courtney T.
Titel	Professors' Perceptions and Evaluations of Students Who Do and Do Not Stutter Following Oral Presentations
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 1, S.133-149 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Werle, Danielle) ORCID (Byrd, Courtney T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Student Evaluation; Teacher Attitudes; College Faculty; Stuttering; College Students; Communication Skills; Scoring Rubrics; Comparative Analysis; Oral Language; Public Speaking; Performance; Video Technology; Personality Traits; Language Fluency; Scores; Feedback (Response); Teacher Student Relationship; Stereotypes + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Lehrerverhalten; Fakultät; Stammer; Stottern; Collegestudent; Kommunikationsstil; Scoring formulas; Auswertungsbogen; Oral interpretation; Mündlicher Sprachgebrauch; Vortrag; Achievement; Leistung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Language skill; Language skills; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Klischee
Abstract	Purpose: The purpose of this study was to examine the perceptual ratings and performance evaluations of students who do and do not stutter by professors who require oral presentations. Additionally, this study sought to investigate the influence of behaviors related to communication competence on perceptual and evaluative ratings. Method: One hundred fifty-eight college instructors who require oral presentations in their classes participated in this study. Participants viewed one video of four possible randomized conditions: (a) presence of stuttering + low communication competence, (b) absence of stuttering + low communication competence, (c) presence of stuttering + high communication competence, and (d) absence of stuttering + high communication competence. Participants evaluated student performance against a standardized rubric and rated the student along 16 personality traits. Results: Results of separate 2 × 2 analyses of variance revealed professors' view and evaluate students presenting with high communication competence more positively overall, regardless as to whether stuttering is present or not. Significant interactions between fluency (i.e., presence vs. absence of stuttering) and communication competence (i.e., high vs. low) were found for negative personality traits, as well as delivery evaluation scores. The video for which the student stuttered and presented with low communication competence was rated more positively than the video for which the student did not stutter and presented with low communication competence. Conclusions: Professors perceive and evaluate students who stutter differently from their nonstuttering peers, and those ratings are moderated by levels of communication competence. High-communication-competence behaviors improved perceptual and evaluation scores; however, in the presence of low-communication-competence behaviors, professors overcorrect in the form of positive feedback bias, which may have negative long-term academic consequences. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01