Literaturnachweis - Detailanzeige
| Autor/inn/en | Morreale, Sherwyn P.; und weitere |
|---|---|
| Titel | Student Assessment of Communication Apprehension and Self-Esteem: The Impact of Traditional and Accelerated Public Speaking Instruction. |
| Quelle | (1994), (24 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Anxiety; Communication Apprehension; Communication Research; Higher Education; Public Speaking; Self Esteem; Speech Communication; Speech Instruction; Teaching Methods; Undergraduate Students; Personal Report of Communication Apprehension |
| Abstract | This paper examines the impact of traditional and accelerated public speaking instruction on undergraduate-level students' self-perceptions of communication apprehension and self-esteem. Subjects, students at the University of Colorado at Colorado Springs were enrolled in the same semester in either a 16-week traditional public speaking course (n=64) or an accelerated one-week public speaking course (n=35). Entrance and exit assessment testing was conducted in both courses through the administration of the Personal Report of Communication Apprehension and the Rosenberg Self-Esteem Scale. T-tests comparing the degree of increase in self-esteem indicated no significant differences between students in the two course formats. T-tests comparing the degree of decrease in communication apprehension indicated no significant difference between the two course formats regarding student apprehension in groups, meetings, or conversations. However, students in the 16-week course demonstrated a significantly greater reduction in public speaking anxiety and in overall apprehension than did students in the one-week course. An obvious explanation for the differences in the latter observation is the time factor. Students in the 16-week course had more time to learn about anxiety, more time to process that information, and more time to research, prepare, and practice speaking in the communication laboratory. Conclusions of this study call attention to the value of extensive treatment to remediate public speaking anxiety and overall communication apprehension. (Contains three tables of data and 30 references.) (Author/TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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