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1
Perl, Madeleine R. "COMMUNICATION APPREHENSION, ORGANIZATIONAL ORIENTATION." NSUWorks, 2011. http://nsuworks.nova.edu/hsbe_etd/91.
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Communication Apprehension (CA) pertains to levels of fear or anxiety people experience in relation to real or anticipated communication with other people. Decades of research on CA has focused on college students. This research explored levels of oral CA in an organizational environment. The purpose of this research was threefold. First, this study examined the communication apprehension profiles of native-language (English) and second-language (non-English) employees in a midsized South Florida service organization to understand if the levels of communication anxiety differ between the two groups as well as if demographic variables played a part in managing levels of communication anxiety. Second, this study examined the difference of perception credibility in supervisors between same-language and opposite-language employees to examine and analyze the relationship between the two groups and their supervisors in order to identify if communication problems exist that could affect an amicable working relationship or constructive feedback. Third, this study compared organizational personality types of upward mobile and indifferent to levels of communication apprehension in native-language (English) and second-language (non-English) employees in a sample of culturally diverse office personnel in two separate corporate locations in a midsized management organization located in South Florida. The findings were found not to be statistically significant; however, it was learned that CA levels do exist and that anxiety levels vary between respondents. Further investigation into the effects of CA on workplace production remains a challenge. Additional studies using randomly selected populations from similarly diverse organizations more representative of the diversity of the region rather than a convenience sample is recommended.
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Batt, Daniel C. "Communication apprehension and contract negotiations." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA326618.
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Thesis (M.S. in Management) Naval Postgraduate School, December 1996.<br>Thesis advisor(s): Gale Fann Thomas, David V. Lamm. "December 1996." Includes bibliographical references (p. 111-114). Also available online.
3
Huang, Yuan. "Family Communication Patterns, Communication Apprehension and Soci-Communicative Orientative Orientation: A Study of Chinese Students." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1279326521.
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Cavanaugh, S. Austin. "Intercultural contact, communication apprehension, and social perspective taking." Thesis, East Carolina University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1544970.
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<p> This research examined the relationship between intergroup contact, intercultural communication apprehension, and social perspective taking. Participants were students taking a course which facilitates interactions between culturally diverse students around the globe via internet technologies, students taking an introductory psychology course, and students taking upper-level psychology courses. Participants in the intercultural contact condition were expected to show gains in social perspective taking and a decrease in intercultural communication apprehension when compared to the two comparison groups. No significant differences between the three groups were found for either change in intercultural communication apprehension or social perspective taking. Potential explanations for this lack of change are explored, along with a path model to explain the influence of extraversion, neuroticism, agreeableness and openness on the dependent variables.</p>
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Bragg, John R. Jr. "Communication Apprehension Among Community College Students: A Phenomenology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3236.
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A qualitative investigation was conducted to explore the phenomenon of communication apprehension among a purposeful sample of five community college students with high levels of communication apprehension. The phenomenon of Communication Apprehension (CA) is “an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons” (Beatty, McCroskey, & Heisel, 1998, p. 197; McCroskey, 1970, p. 269). All individuals experience some level of CA, and between 30% and 40% of individuals are estimated to experience high levels of CA. For the community college student with high levels of CA, the introductory communication course can be difficult, causing significant emotional and physical distress. For the high CA student, the experienced anxiety has academic, social, and emotional implications. A phenomenological qualitative methodology was selected to give voice to the high CA student and to understand the lived experience of high CA during the introductory communication course. This study provides a rich, thick description of the lived experience of the high CA community college student.
A purposeful sample of five high CA community college students enrolled in the introductory communication course was selected. Participants were identified as high CA using the Personal Report of Public Speaking Apprehension (PRPSA) (McCroskey, 2017). Study participants were selected as follows: those with high levels of CA as determined by the PRPSA instrument, and who were willing to offer insight into the lived experience of high CA. Data were gathered in two 50-minute interviews with each participant and from participatory action research (PAR) personal diaries created by study participants. Data were also gathered from field observations by the primary investigator.
The lived experience of high CA is comprised of seven themes: (1) ongoing and pervasive difficulty, (2) ongoing curricular and co-curricular difficulty, (3) no division exists between real and imagined CA, (4) high CA students frequently avoid anxiety-inducing scenarios, and (5) high CA students have not been effectively equipped with mitigating techniques and in turn, use self-developed mitigation. The study is significant because it contributes to the body of knowledge related to CA for the high CA community college student.
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Wernicke, Helga. "A study investigating the correlation between teaching assistants' communication apprehension in the college classroom and student perceptions of teaching assistant's communication apprehension." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Spring2005/h%5Fwernicke%5F042905.pdf.
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Malimabe, Moshe Moses. "Communication apprehension in Qwaqwa secondary schools / Moshe Moses Malimabe." Thesis, Potchefstroom University for Christian Higher Education, 1997. http://hdl.handle.net/10394/2624.
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Eikenberg, Jennifer C. "Communication apprehension as a determinant of conflict management style /." View online, 1994. http://repository.eiu.edu/theses/docs/32211998858830.pdf.
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Bailey, Tabitha Leah. "Exploring Expression-Based Apprehension in Online and Traditional Sections of a General Education, Introductory Communication Course." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1947.
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Apprehension negatively impacts student learning. As online and hybrid communication courses continue to be offered it is important to expand and update research regarding the following constructs: communication apprehension, receiver apprehension, writing apprehension, and computer apprehension. This study examines correlations between and among these constructs, differences by gender and course format, and changes between pre- and posttest results. Students enrolled in traditional and online sections of a basic communication course completed pre- and posttests consisting of a demographic survey, the Personal Report of Communication Apprehension, the Receiver Apprehension Test, the Writing Apprehension Test, and the Computer and Web Attitude Scale. Results suggest positive and negative correlations between and among various constructs, differences in apprehension levels based on gender and format, and various changes between pre- and posttests. Research on expression-based apprehension is important to improve pedagogical practices and encourage the development of communication skills regardless of course format.
10
Lin, Yi. "Chinese International Students’ Intercultural Communication Competence and Intercultural Communication Apprehension in the USA." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1516.
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This study investigated the intercultural communication competence and intercultural communication apprehension of Chinese international students. Participants in the study consisted of Chinese international students over 18 years old studying at two 4-year public universities in the southeastern United States. The study participants completed 2 online survey questionnaires: the Intercultural Sensitivity Scale (ISS), which measured the degree of intercultural communication competence, and the Personal Report of Intercultural Communication Apprehension (PRICA), which measured the degree of intercultural communication apprehension. The findings of the study indicated a significant relationship between Chinese international students' intercultural communication competence and their intercultural apprehension. Findings also noted that gender, age, number of U.S. friends, and level of education were not factors predicting the participants' degree of intercultural communication competence and intercultural communication apprehension. However, frequency of speaking English outside of the classroom was an important factor indicating differences in the degree of the study participants' intercultural communication competence and intercultural communication apprehension. In addition, the study revealed that the length of time in the United States affected participants' intercultural communication competence but not their intercultural communication apprehension.
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Everett, James D. "The relationship between communication apprehension and community college student success /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962522.
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Carter, Margaret A. "Reducing high levels of communication apprehension among primary school students." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36550/9/Margaret%20Carter%20Thesis.pdf.
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This study focused on a group of primary school teachers as they implemented a variety of intervention actions within their class programs aimed towards supporting the reduction of high levels of communication apprehension (CA) among students.Six teachers and nine students, located across three primary schools, four year levels,and six classes, participated in this study. For reasons of confidentiality the schools,principals, parents, teachers, teacher assistants, and students who were involved in this study were given fictitious names.
The following research question was explored in this study:
What intervention actions can primary school teachers implement within their class programs that support the reduction of high CA levels among students?
Throughout this study the term CA referred to "an individual's level of fear or anxiety associated with either real or anticipated (oral) communication with another person or persons" (McCroskey, 1984, p. 13). The sources of CA were explained with reference to McCroskey's state-trait continuum. The distinctions between high and appropriate levels of CA were determined conceptually and empirically. The education system within which this study was conducted promoted the philosophy of inclusion and the practices of inclusive schooling. Teachers employed
in this system were encouraged to create class programs inclusive of and successful for all students. Consequently the conceptual framework within which this study was
conducted was based around the notion of inclusion.
Action research and case study research were the methodologies used in the study. Case studies described teachers' action research as they responded to the challenge of executing intervention actions within their class programs directed towards supporting the reduction of high CA levels among students. Consequently the
teachers and not the researcher were the central characters in each of the case studies. Three principal data collection instruments were used in this study: Personal Report of Communication Fear (PRCF) scale, semistructured interviews, and dialogue journals. The PRCF scale was the screening tool used to identify a pool of students eligible for the study. Data relevant to the students involved in the study were gathered during semistructured interviews and throughout the dialogue journaling process. Dialogue journaling provided the opportunity for regular contact between teachers and the researcher, a sequence to teacher and student intervention behaviours, and a permanent record of teacher and student growth and development. The majority of teachers involved in this study endeavoured to develop class programs inclusive of all students.These teachers acknowledged the importance of modifying aspects of their class programs in response to the diverse and often multiple needs of individual students with high levels of CA. Numerous conclusions were drawn regarding practical ways that the teachers in this study supported the reduction of high CA levels among students. What this study has shown is that teachers can incorporate intervention actions within their class programs aimed towards supporting students lower their high levels of CA. Whilst no teacher developed an identical approach to intervention, similarities and differences were evident among teachers regarding their selection, interpretation, and implementation of intervention actions.
Actions that teachers enacted within their class programs emerged from numerous fields of research including CA, inclusion, social skills, behaviour teaching, co-operative learning, and quality schools. Each teacher's knowledge of and familiarity with these research fields influenced their preference for and commitment to particular intervention actions. Additional factors including each teacher's paradigm of inclusion and exclusion contributed towards their choice of intervention actions. Possible implications of these conclusions were noted with reference to teachers,school administrators, support personnel, system personnel, teacher educators,
parents, and researchers.
13
Schumacher, Bradley K. (Bradley Kent). "State-Receiver Apprehension and Uncertainty in Continuing Initial Interactions." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278745/.
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Renner, Jasmine, and Yi Lin. "Intercultural Communication Competence and Intercultural Communication Apprehension among Chinese Students Studying in the USA." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3048.
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Condon, Robert D. "The apprehensive intern : a study of the communication apprehension levels of journalism and public relations interns during supervisor interactions." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286399.
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Insufficient research has addressed communication apprehension (CA) as it relates explicitly to the journalism and public relations disciplines. The purpose of this study was to measure the CA levels of undergraduate journalism and public relations interns after participating in communication events with their immediate supervisors during their internship experiences.A total of 55 male and female undergraduate students, who had completed internships in the four semesters prior to this study, chose to participate. McCroskey's Personal Report of Communication Apprehension 24 (PRCA-24) scale (McCroskey 1984b) was administered to each participant to measure CA in four contexts: group discussions, meetings, interpersonal communication, and public speaking. The two hypotheses predicted significant differences in CA levels based on the age differences and sex differences between interns and their immediate supervisors. The results showed no significance for either hypothesis. Limitations and implications for future research were discussed in the final chapter.<br>Department of Journalism
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Albertson, Kari E. "Interethnic communication apprehension another look at predictor variables with more diverse populations /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2258.
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Ditton, Donna S. "Humor, stress, coping, and communication apprehension : a test of empirical relationship." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864917.
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The purpose of this study was to test the relationship among sense of humor and three constructs: stress, humor as a coping mechanism, and communication apprehension. The participants were 352 midwestern university students. Respondents answered Likert type scales regarding the constructs.Pearson's correlations were computed to test the hypotheses and research questions. The results show significant, though not strong, relationships among all variables regarding sense of humor: stress, humor as a coping mechanism, and communication apprehension. The relationships between sense of humor and the two constructs, stress and communication apprehension, are unexpectedly positive. There are nonsignificant results between communication apprehension and stress.Since the results between sense of humor and stress are contrary to previous research and this is an original test between sense of humor and communication apprehension,further research is indicated. Future reliability and validity checks on the instrument are necessary.<br>Department of Speech Communication
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Donaldson, Christine M. "Communication apprehension vs. social phobia and related conditions a correlational study." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4755.
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Of all social situations, public speaking is the most prevalent fear in both the general population and among social phobic individuals (Mannuzza, Schneier, Chapman, & Liebowitz, 1995; Stein, Walker, & Forde, 1996). The fear of public speaking is referred to as communication apprehension (CA) by members of the communication field; in other programs of study, this condition has been categorized and conceptualized in a wide variety of ways ranging from stage fright to reticence. Several scholarly fields including communication, social psychology, the health sciences and the social sciences, seek to find an explanation and effective intervention for this prevalent condition. This study sought to examine relationships between several constructs, each associated with well-established and tested measurement instruments: The first construct, communication apprehension, was thought by communication scholars to be a generalized personality trait and was measured by the Personal Report of Communication Apprehension (PRCA-24). The second communication instrument employed was the Self-Perceived Communication Competence Scale (SPCC). Generalized social anxiety pertaining to public speaking was measured by the Self-Statements during Public Speaking (SSPS) scale developed within the field of social psychology. Finally, a popular tool within social psychology was utilized, the Brief Version of the Fear of Negative Evaluation (BFNE). An analysis of data utilizing Pearson's Product-Moment Correlation illustrated that there was a moderate relationship between the constructs being tested through the SPSS and the BFNE and the PRCA-24 and the SPCC.<br>ID: 030646227; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 53-57).<br>M.A.<br>Masters<br>Communication<br>Sciences<br>Communication; Interpersonal Communications Track
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Millsap, Susan Paquette. "The Relationship Between Classroom Participation of Adult Learners and Communication Apprehension /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487930304688796.
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Campagnola, Michelle. "Examining the Relationship Between Communication Apprehension and Individual Innovativeness in Managers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4504.
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Communicative challenges that hinder managerial engagement in social networks can impede innovation adoption and thereby damage the financial performance and competitiveness of a firm. The purpose of this correlational study was to examine the relationship between communication apprehension (CA) and individual innovativeness in managers. The focus of the research questions was determining if a relationship exists between these variables before and after controlling for demographic characteristics. With diffusion of innovation theory as the theoretical framework, this research involved an attempt to address how adoption categories relate to varying degrees of CA. One hundred and five American-based owner-executives, senior managers, and middle managers completed 2 preexisting survey instruments on the Internet measuring individual perceptions of CA and individual innovativeness. Results from a Pearson correlation analysis indicated that a significant negative correlation existed between CA and individual innovativeness. A multiple regression analysis showed that CA and individual innovativeness were negatively correlated after controlling for gender, age, and education level. Furthermore, participants' level of education was negatively related to both total CA score and public speaking CA score. Leaders may apply these findings to achieve positive social change by using tools to reduce CA in managers. Such initiatives could lead to greater social confidence in managers, improved organizational performance, and more meaningful social engagement in the innovations that continue to shape the world.
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Matuszak, Steve C. "Assessing Undergraduate Business Students' Oral Communication Apprehension: Implications of Stakes and Situations." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23715.
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Modern businesses place a premium on employees' oral communication skills. Business schools are meant to develop future employees and leaders with the requisite skills for success. Industry representatives, however, consistently express dissatisfaction with business graduates' oral communication skills. There appears to remain a gap between business students' oral skills and marketplace demands. Research demonstrates that among many possible factors, oral communication apprehension (OCA) appears a significant contributor to ineffective oral communication. OCA may also significantly impede oral skills development by impacting the core aspects of spiral curriculum, an educational theory aimed at the processes of higher education. The PRCA-24, the most utilized OCA measurement tool, assesses individuals' trait-like OCA levels across common oral communication settings (e.g., public speaking, interpersonal, group, and meeting) as well as their context (e.g., state) OCA levels within each setting. This study examines whether OCA is significantly sensitive to situational variables and therefore operates as a state. If so, acquiring business students' situational OCA may benefit educators as complimentary data to PRCA-24 assessments. This study also examines business and non-business undergraduates' self-reported OCA levels across general public speaking, interpersonal, and group/meeting oral communication settings as well as those in respective high (and low) stakes situations meant to reflect the stress-inducing scenarios they will likely experience on the job after graduation. Results indicate OCA is significantly sensitive to situational variables (e.g., stakes). Results are discussed in the framework of providing more relevant measurements of business students' OCA levels to help educators fill the oral skills gap.<br>Master of Arts
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Phaal, Bianca. "An examination of anxiety and communication apprehension in preschool children who stutter." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1490.
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People who stutter (PWS) tend to have increased levels of anxiety compared to people who do not stutter (PWNS), particularly in social situations (Messenger, Onslow, Packman, & Menzies, 2004). In addition, children who stutter (CWS) as young as 3 years of age reportedly have more negative communication attitudes than their fluent peers, and these attitudes appear to worsen with age and stuttering severity (De Nil & Brutten, 1990, 1991; Vanryckeghem, Brutten, & Hernandez, 2005). The present study sought to examine generalized anxiety and communication apprehension in preschool CWS. Seven CWS aged between 3;3 and 4;11 years, and seven sex and age-matched children who do not stutter (CWNS) provided salivary cortisol samples at three distinct sampling times across a one-week period. They additionally provided a conversational speech sample, and were administered the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (Vanryckeghem & Brutten, 2007). Parents were required to complete the Preschool Anxiety Scale (Spence & Rapee, 1999) to provide estimates of their child's anxiety level. Results revealed no significant differences between CWS and CWNS in generalized anxiety or communication apprehension. No relationships were found between stuttering severity and generalized anxiety or communication apprehension either. Thus, it is concluded that generalized anxiety and communication apprehension are not associated with early childhood stuttering. Any changes in anxiety levels are likely to occur with increased chronological age and stuttering chronicity.
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Weisberg, Judith Ann. "A comparison of alternative models of the the etiology of communication apprehension /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788254182.
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Smith, Heather T. "The relationships of organizational personality variables with worker socio-communicative orientation, communication apprehension, immediacy, and job satisfaction." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1456.
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Hayhurst, Jamie L. "The big three as related to receiver apprehension and listening behaviors." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2496.
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Challens, Branwen Henry. "Kommunikasievrees van hoërskoolleerlinge in 'n parallelmediumskool / Branwen Henry Challens." Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/8603.
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This study was aimed at giving a scientific answer to the following problem
questions, namely, what communication apprehension connotes: whether
students in a parallel medium school suffer from communication apprehension;
which factors cause communication apprehension in the classroom, and what
measures the teacher can take to prevent or overcome communication
apprehension in the classroom.
To answer these questions, a literature study on communication apprehension
was first undertaken. Communication models and the evaluation of such
models were investigated. Communication as a phenomenon was also applied
to the classroom situation, and the conclusion was reached that interaction is a
prerequisite for communication, and, consequently, also for effective teaching.
Communication apprehension interferes with the success of the communication
process in the classroom, as well as with the teaching-learning process. To
delineate communication apprehension more clearly, the causes of
communication apprehension and its influence on the teaching-learning situation
were also studied. Guidelines for preventing and overcoming communication
apprehension were lastly investigated.
The empirical study was based on the completion of the PRCA (Personal Report
on Communication Apprehension) by students from a parallel medium school
in Klerksdorp, namely the Alabama Secondary School. The following results
were obtained: • An average communication apprehension of 62,5% for Afrikaans speaking
students versus an average of 63,4% for students speaking other languages. • The average percentage of communication apprehension for students whose mother tongue is Afrikaans is quite high, whether they communicate in Afrikaans (60,2%) or English (64,3%). • The average percentage of communication apprehension for students whose mother tongue is other than Afrikaans is quite high, whether they communicate in Afrikaans (66,0%) or English (59,2%). • The average percentage of communication apprehension of girls is somewhat higher than that of boys. • The communication apprehension of the students is the highest when they participate in public debates, and the lowest when they participate in ordinary conversations. • A fear of failure, a lack of confidence, and the teaching style of the teacher are endorsed as possible causes of communication apprehension, while a lack of communication skills is not a major cause. • The responses of the teachers identified guidelines for preventing and overcoming communication apprehension in students, of which some are in line with the literature, and others are new interesting ideas. Research on communication apprehension in parallel medium schools ought to be extended to include students from primary schools as well. The apprehension of all students to communicate in their mother tongue should also be investigated. The high level of communication apprehension in students ought to be investigated with the aim of developing programmes for inhibiting communication apprehension in students.<br>Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000
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Drinkwater, Marlize. "Die aard en omvang van kommunikasievrees van HOD-studente / Marlize Drinkwater." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/8611.
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The study aimed at providing scientific answers to two questions namely what the nature and extent of communication apprehension are among HED-students and whether the students’ level of communication apprehension changes during the course of their professional training.
In order to answer these questions, communication, as typically human behavior, was studied and contextualised to the school classroom situation. Relationships between communication, classroom communication and teaching were indicated. The conclusion was reached that a very close relationship exists between communication and teaching. In fact, teaching was found to be a particular kind of communication which is qualified by the aim of enabling the learner(s) to perform certain learning tasks.
Communication apprehension not only influences communication, but also teaching negatively. This negative relationship was researched further by studying the causes and effects of communication apprehension.
The detrimental effects that high levels of communication apprehension (of both learners and teachers) have on the teaching learning situation were given particular attention and suggestions were offered for preventing and/or surmounting communication apprehension in the classroom.
The empirical investigation entailed the completion of the PRCA (Personal Report on Communication Apprehension) by all fourth year HED-students studying at the PU for CHE between 1990 and 1994. This investigation led to the following findings: • 15,4% of the students experienced high levels of communication apprehension; • during the first measurements students from HED (Secondary)-diploma course manifested the highest level of communication apprehension (54,1%) and students from the post-graduate HED course who specialised in the Human Sciences the lowest (49,7%); • during the course of the professional training a reduction in the level of general communication apprehension was noticeable but of no practical significance:
when placed in a teaching situation, students initially experienced relatively high levels of communication apprehension, which, however, decreased to such an extent during their training, that the decrease was of practical significance. The role of micro- and practical teaching played in decreasing communication apprehension should not be underestimated.
Research dealing with communication apprehension should be broadened to include students training to become primary school teachers. Communication apprehension should also be investigated within a multicultural context. The causes of high levels of communication apprehension should be examined further and programmes which should be developed.<br>Skripsie (MEd (Didaktiese Opvoedkunde))--PU vir CHO, 1996
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Hodis, Georgeta M. "A longitudinal latent growth modeling perspective on communication apprehension, self-perceived communication competence, and willingness to communicate /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791777581&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Department of Speech Communication." Keywords: Communication apprehension, Latent growth modeling, Self-perceived communication competence, Willingness to communicate, Communication competence. Includes bibliographical references (p. 209-230). Also available online.
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Hodis, Georgeta Mioara. "A longitudinal latent growth modeling perspective on communication apprehension, self-perceived communication competence, and willingness to communicate." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/302.
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This dissertation proposed and operationalized a theoretically meaningful and practically useful conceptualization of change for three well known communication constructs, namely willingness to communicate (WTC), self-perceived communication competence (SPCC), and communication apprehension (CA). Specifically, this research found that students' WTC and SPCC scores increased linearly during the semester and their CA scores decreased linearly. In addition, results from this dissertation indicated that for all three constructs considerable differences among students existed with respect to both initial levels and subsequent change in levels. These results are important and can advance the theoretical communication research centered around these constructs. In particular, knowledge that the hypothesis of linear change in the constructs received support from empirical data and that variations in students' trajectories of change were recorded, can prompt communication scholars to search for novel theoretical frameworks that can explicate these change processes. Moreover, the findings of this research are also salient for classroom instruction. Specifically, teachers of introductory communication classes can use the results of this study as broad benchmarks that can inform realistic expectations with respect to students' improvement in WTC, SPCC, and/or CA. In addition, this dissertation presented the benefits derived from properly conceptualizing and studying change by means of latent growth modeling, a powerful and versatile data analytic technique. Specifically, employing this methodology offered the opportunity to get detailed information about how changes in one construct are related to changes in the other two constructs and to gain a more in-depth knowledge of the intricate ways in which interlinkages among the constructs change across time. The benefits of this dynamic way to study WTC, SPCC, and CA are readily apparent as it facilitates teachers access to information that can be used to tailoring their activity for a more targeted, efficient, and beneficial instruction.
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Pretorius, Hester Aletta. "Die verband tussen kommunikasievrees van Afrikaanssprekende hoërskoolleerlinge en skolastiese prestasie / Hester Aletta Pretorius." Thesis, Potchefstroom University for Christian Higher Education, 1997. http://hdl.handle.net/10394/8614.
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This study aimed to provide scientific answers to the following questions: what the
nature and extent of communication apprehension are among Afrikaans speaking
high-school pupils and the correlation between this fear and the academic
achievement of the pupils.
In order to provide answers for these questions, human communication as an activity
had to be studied in more detail. A study was made of communication and how it is
applied in the classroom situation. A very close relationship exists between
communication and teaching and it is evident that teaching cannot take place without
communication. Teaching is a particular kind of communication which can be
distinctly recognised from other forms of communication by the fact that it has the aim
of enabling the learner to perform certain learning tasks.
Communication apprehension or the lack there of can greatly determine the success
of the communication process as well as the teaching-learning process.
Communication apprehension was studied in more detail with the aim to establish
possible causes and effects of high levels of communication apprehension in pupils.
Suggestions were offered for preventing and/or surmounting communication
apprehension in the classroom.
The following information has been acquired through the use of the PRCA (Personal
Report on Communication Apprehension) which was completed by pupils of the four
Afrikaans high-schools in Potchefstroom. • 15,9% of the pupils experienced high levels of communication apprehension. • Pupils who take Afrikaans on the standard grade, in each context, experienced the highest levels of communication apprehension. • Pupils whose achievements fall in the interval 0%-49% experienced the highest communication apprehension in each context. • Pupils whose achievements fall in the interval 80% - 100% experienced the lowest communication apprehension in each context. Research on communication apprehension should be broadened to include pupils of
primary schools. The causes of high levels of communication apprehension should be
examined further, with the aim to establish programmes which could help in reducing
communication apprehension of pupils.<br>Skripsie (MEd (Vakdidaktiek))--PU vir CHO, 1997
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Roberts, Martin. "An investigation into communication apprehension and self-efficacy of first year accountancy students." Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/16550/.
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It has been identified by research as early as 1986 (AAA's Bedford Report) that the business community requires accountants to display a wide range of vocational skills beyond the traditional requirement of just being good at the numbers. Denna et al. in 1993 identified that due to the increasing influence of Information Technology, accountants needed to possess a strong understanding of business, have significant interpersonal skills and leadership skills. The key vocational skill needed for this new philosophy that enables businesses to continually respond to a constantly changing world is communication (Stout and DaCrema 2004), but it has been noted that this skill is particularly lacking amongst accountants in either a written or verbal manner (Dagget and Liu 1997, Hirsch and Collins 1988, Borzi and Mills 2001, O'Connell 2015, Ireland 2016). The testing and results for one-hundred and thirty-one first year undergraduate accounting students indicate that many students possess high levels of communication apprehension (as first defined by McCroskey 1970). McCroskey's intervention to help reduce communication apprehension is too expensive both in terms of time and resources required. Therefore this thesis investigates the use of self-efficacy techniques (as advocated by Bandura 1977, 1986, 2006) in the first year accounting pedagogy at Sheffield Hallam University. The investigation into communication self-efficacy techniques may be limited to Sheffield Hallam University's first year undergraduate accounting and business studies students but it does indicate that different pedagogical interventions must be created to help male and female accounting students. Both and male and female accounting students indicated that the technique which had the strongest influence on their communication self-efficacy was that of personal mastery (practice). Male accounting students went on to suggest that support by their class colleagues and their tutor acting as a mentor had a significant influence. For female accounting students what has come through strongly is the need for more female accounting role models. There is a call for female professional accountants to get involved with universities. This involvement needs to be in the form of influencing the curriculum and giving guest lectures. This involvement will hopefully allow the female students to vicariously experience (observe) and gain inspiration to be the next future generation of female professional accountants.
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Kemper, Matthew Thomas. "An assessment of curricular methods to reduce communication apprehension among public speaking students." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/674.
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This study investigated curricular methods to reduce communication apprehension among public speaking students. Previous research has found many intervention strategies to be successful in reducing levels of communication apprehension, including both visualization and cognitive restructuring. However, prior research has failed to examine the efficacy of such techniques within the context of teaching a public speaking course that has limited time to devote to these techniques. Consequently, an experiment was conducted which examined whether a one hour instructional unit using cognitive restructuring and visualization can reduce levels of communication apprehension among public speaking students. The results of the study indicate that a one hour instructional unit does not reduce the anxiety of high communication apprehensive students in a public speaking course.
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Adams, Elizabeth E. "Effects of communication apprehension, biological gender, and gender stereotypes on non-occasion greeting card sending /." View online, 1991. http://repository.eiu.edu/theses/docs/32211998878740.pdf.
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Carrillo, Fabian [Verfasser]. "Using the Communication of Police Officers to Assess the Relationship Between Self-Talk and Communication Apprehension / Fabian Carrillo." München : GRIN Verlag, 2020. http://d-nb.info/1213736609/34.
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Dunn, Linda. "The Voices I Never Hear: Communication Apprehension and Associated Nonverbal Behaviors in the Primary School Child." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4656.
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The confidence to communicate orally with others is the first requisite for verbal interaction. Anxiety which occurs in anticipation of speaking with others or while engaged in speaking hinders interaction, and is referred to as communication apprehension. This study examines levels of communication apprehension among a sample primary school population and the possible relationship between such levels and frequencies of nonverbal behaviors called self-adaptors that may be associated with the anxiety. Greater awareness of communication apprehension in children is justified in light of research that suggests it is negatively related to academic achievement in elementary school students. A four-month field~study was conducted in a Northwestern suburban elementary school by the researcher who had taught in the school for the previous seven years. The hypothesis tested was that a positive correlation exists between levels of communication apprehension and displayed self-adaptor behaviors. The study employed methodological triangulation, using both quantitative and qualitative data. An established self-report measure (MECA) consisting of a 20-item questionnaire suggesting various communication situations was administered to 42 third grade students and analyzed using descriptive statistics. Students scoring one standard deviation above the mean were identified as communication apprehensive (CA). Nervous behaviors called self-adaptors were tallied using a researcher developed measurement tool (UBSSF), and the frequencies of these behaviors correlated with the results of the self-report measure to find the predicted association. The hypothesis was not supported in this study. Complementary qualitative information also provided substantial data. This included classroom observations and videotapings of students in small group work sessions, individual recorded interviews of the CA students using film elicitation and interviews with their classroom teachers, field notes (general notations, oral data from teaching specialists, and additional demographic information), and continuing information from the apprehensive students following the conduct of the study. All qualitative data was examined for cross-situational consistency thought to be associated with communication apprehension. Significant evidence for a correlation between levels of communication apprehension and frequency of self-adaptor behaviors was not found. However, this study contributed to a greater understanding of CA by challenging currently held views on communication apprehension. Also, through the use of method triangulation, quantitative and qualitative forms of self report provided some evidence for the crosssituational consistency of CA. Communication apprehensive students were found to be aware of their anxieties and able to verbally address their fears. The phenomenological interpretation of CA student and teacher interview texts facilitated the reconstruction of the participants' perspectives. Finally, suggestions by the researcher addressed the training of teachers to raise their awareness of communication apprehension and to provide needed accommodation of CA students in the classroom.
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Love, Jill Annette. "Communication Apprehension in the Classroom: A Study of Nontraditional Graduate Students at Ohio University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363877519.
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Sell, Jared Benjamin. "Taking the "Foreign" Out of the Foreign Language Classroom Anxiety Scale." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6876.
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Anxiety in the language classroom is an important issue because it affects student performance (Woodrow, 2006). The majority of research conducted has focused on anxiety or apprehension that language learners experience in a foreign language classroom, including students learning English as a foreign language (EFL) context. Only a few studies have been done, however, that address the needs of learners experiencing anxiety in an ESL setting. Data were gathered from 179 students attending a university sponsored intensive English program using a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz & Cope, 1986) and focus groups. Initial scores on the FLCAS were obtained via student survey responses. In addition to the survey results, students also identified additional factors affecting their anxiety in the ESL classrooms in the areas of student beliefs (Price, 1991) and communication with peers. Furthermore, statistically significant results were found when comparing the students' first language (L1) with the survey results. Different types and levels of anxiety were shown to occur for Spanish and Portuguese students as well as Chinese, Korean, and Japanese students. The data gathered from the focus groups and open-ended questions provided clarity too to the overall scores obtained on the FLCAS.
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Davis, Lee Katherine. "The effects of introductory speech and communication courses on students' levels of communication appehension." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1391.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Interpersonal/Organizational Communication
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Mabrito, Mark Hawisher Gail E. "Writing apprehension and computer-mediated peer-response groups a case study of four high- and four low-apprehensive writers communicating face-to-face versus electronic mail /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004086.
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Thesis (D.A.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 20, 2005. Dissertation Committee: Gail E. Hawisher (chair), Ronald J. Fortune, James Kalmbach, Patricia H. Klass, Ray Lewis White. Includes bibliographical references (leaves 171-180) and abstract. Also available in print.
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Watson, Brendan R. "Speaking up in the 21st century the effects of communication apprehension and internet self-efficacy on use of social networking websites /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4951.
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Thesis (M.A.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 7, 2008) Includes bibliographical references.
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Cyr, Sara. "Mentoring Relationships for the New Graduate Assistant: The Role of Communication Apprehension and Information Seeking Strategies." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/CyrSM2003.pdf.
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COMBS, JESSICA J. "DISCLOSING RACIAL ATTITUDES: A COMPARISON OF HIGH VERSUS LOW APPREHENSIVES AND FACE-TO-FACE VERSUS COMPUTER-MEDIATED COMMUNICATION." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085537777.
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Sopko, Abigail L. "Communication apprehension and accuracy of decoding nonverbal signals a replication and extension of Schroeder and Ketrow (1997) /." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2991.
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Thesis (M.A.)--West Virginia University, 2003.<br>Title from document title page. Document formatted into pages; contains v, 72, [3] p. Vita. Includes abstract. Includes bibliographical references (p. 43-55).
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Proudfoot, Candice. "The role of cooperative group work in reducing communication apprehension amongst grade 7 learners / Candice Livingston." Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/8984.
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The research deals with an aspect of communication which could effect the teaching/learning
situation, namely communication apprehension. The research also deals with
cooperative group work, and the role that it plays in reducing communication
apprehension.
A review of literature concerning cooperative group work, communication apprehension
and the role of the educator was conducted in order to establish which factors could
affect the role that these variables play in the classroom situation.
A general survey of educators was distributed to all the English first language schools
in the KOSH (Klerksdorp-Orkney-Stilfontein and Hartebeesfontein) area of the North
West province, and the data was analysed by the researcher.
The Personal Report of Communication Apprehension (PRCA) was used as an
instrument to measure the learners communication apprehension. The responses were
analysed with the assistance of the Statistical Consultant Service of Potchefstroom
University for Christian Higher Education.
The study was two-fold: to determine if educators in the English first language primary
schools in the KOSH area of the North West province, were implementing cooperative
group work models in their classrooms, and to determine if the Grade 7 learners in
these schools experienced communication apprehension. The study also aimed to
determine if cooperative group work lessened the degree of communication
apprehension experienced.
The first section of the study indicated that the educators in these schools were indeed
implementing cooperative group work models, although 36.6% of these educators had
not received any formal training in the implementation of cooperative group work in
their classrooms.
The second section of the study, the empirical study, indicated that the study
population experienced an average communication apprehension of 47.7%. Afrikaans
female learners experienced the lowest average communication apprehension of
44.2%, while Afrikaans male learners experienced the highest average communication
apprehension of 54.8%.
The study indicated that L1 learners and ESL (English second language) learners
experience comparative levels of communication apprehension.
The study also indicated that for each of the L1 and ESL groups, group work
communication apprehension was lower than all other communication apprehension
contexts.<br>Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002
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McDonald, Theresa. "The Effects of Instant Messaging on Performance and Communication Apprehension in a Business Computer Application Class." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/714.
Full textAbstract:
Computers are a part of everyday life, and to be effective, one should be proficient with and recognize the uses of computers. A myriad of college courses are offered to provide students with this essential background. Some students have difficulty in learning to use a computer and its applications. Some of the difficulty may stem from the failure of students to pose questions in class during lecture or demonstration of applications. In a traditional class, an instant messaging system would provide a means of communication during class without the anxiety of speaking in front of others. Other students would not have to wait for a time to ask questions but could ask throughout the class period. Questions could lead to discussions and clarifications that may not have taken place otherwise. This research focused on augmenting in-class instruction in a college business computer applications class with the use of an instant messaging service, AOL Instant Messenger, as a means to increase student participation during class lectures; thus, instant messaging provided an alternative way of communicating which may directly increase student performance and communication apprehension. The results of this study showed no significant difference in the performance and communication apprehension between the experimental and control group. There was an increase in both groups in performance of course content knowledge and hands-on software application ability.
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Israelsson, Jenny. "Varför är du så tyst? : En studie byggd på lärarintervjuer om talängslan i skolan." Thesis, Södertörn University College, School of Communication, Media and it, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3819.
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<p>The purpose of this essay was to find the reasons why some students do not dare to participate verbally in the classroom. I also wanted to know how teachers are working to make it easier or students with communication apprehension. After that I put the teacher’s answers in contrast to the theory. I used qualitative interviews as the method. I interviewed seven school teachers in two different schools in Stockholm.</p><p>The conclusion is that students do not dare participate verbally in the classroom because of: shyness, low confidence in their own way of communicate, are worried to answer wrong in front of the teacher and the class, low self-confidence, negative class climate and to large classes. Students are also worried about being graded. These causes were also confirmed in the theory. Differences were: all teachers did not think they teach students with communication apprehension, but the theory argues that it is 20 percent in a class. Some teachers used to ask question direct to students, but the theory says that it can increase communication apprehension. The teachers also meant that it is their function to help students with communication apprehension, but the theory says that some students needs more help than they can get in a regular classroom.</p>
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Jaasma, Marjorie Ann. "The effect of gender and communication style on student apprehension regarding classroom participation on the college level." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2780.
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This study focused on instructional style in the college classroom to determine if apprehension levels of male and female students are influenced by instructor gender and instructor communication style. The foundations of the study are in the theoretical models of Tannen, Gilligan, and Lakoff. Tannen reasons that early socialization of boys in hierarchical play groups where language is used to put oneself forward may increase male comfort in the college classroom. She also sees the college classroom as generally debate-like which may be more conducive to the learning of males than females. Gilligan, through analysis of the way males and females face moral dilemmas, concludes that males and females structure relationships differently and may be comfortable in different learning environments--he in a hierarchy based on logic, she in an atmosphere of connection. Lakoff extends the argument with her analysis of the power of language. She concludes that females are at a disadvantage in the college classroom because they are the subordinate group in an environment in which the language style of the dominant group prevails. The research sample included 202 students (88 males and 110 females) enrolled in small communication classes with 6 male and 4 female instructors at medium-sized western universities. Analysis of variance of student responses to Neer's Class Apprehension Participation Scale (CAPS) and Norton's Communicator Style Measure (CSM) indicated that female students are more apprehensive than male students and both male and female students are less apprehensive when they perceive their instructor to be low in contentiousness rather than high in contentiousness. Recommendations to educators include training instructors to reduce student apprehension and to reduce differential treatment of male and female students, training students in the communication skills necessary for participation, and providing a combination of male and female instructors to meet the varied needs of students. Suggestions for future research include using a larger sample size and analyzing other class sizes, types of classes, departments, and levels in the curriculum, as well as analyzing age and ethnicity.
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Lewis-Holmes, Brenda. "Reducing Public Speaking Anxiety For Community College Students: The Effects of A Combination Anxiety Reduction Technique on Trait and State Anxiety." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30620.
Full textAbstract:
The effectiveness of a treatment for communication apprehension (CA) was examined in this study. Trait and state anxiety were examined by using community college students enrolled in four sections of a required basic speech communication course. The sample size consisted of 81 students, ranging in ages 17-82. Each student was asked to complete a trait anxiety measure (Personal Report of Communication Apprehension-24) during the second class meeting (pre-test) and again on the last day of class (post-test). For the state anxiety measure, students were asked to complete the Speaker Anxiety (SA) Scale immediately after delivering an informative speech at the end of the semester. Two classes served as the treatment group, receiving a 15-minute combination anxiety reduction technique and two classes served as the control group, receiving no treatment.
A significant interaction was found in physiological activation, an important direct manifestation of state anxiety commonly experienced as irregular heart beat, dry mouth, sweaty palms, and feelings of exhaustion. The findings showed that the students in the control group who spoke in the second week had higher anxieties than did the other students.
A dividend of this investigation was the result that supported frequent anecdotal reports from past speech students; namely, that at the conclusion of the basic speech course, students in this study reported a reduction in trait anxiety. Of the other comparisons made, race and maternal encouragement were shown as major influences for the trait of communication apprehension.
Future research should use larger samples of community college students and focus on state anxiety with trait anxiety as a monitor for stability. Treatments might also be expanded to weekly sessions during a major portion of one semester.<br>Ph. D.
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Tawakoul, Alaa Jamal. "Saudi Students’ Communication Experiences in the American College Classroom Context." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1545389393941488.
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Praphruitkit, Thira. "The Relationships Among English Oral Communication Apprehension, Social Interest, and Locus of Control of Far Eastern Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330917/.
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This study determined the relationships among English oral communication apprehension, social interest, and locus of control of Far Eastern students, and examined whether differences exist in these variables, compared to gender, age, academic classification, major field of study, employment status, and length of study in the United States. Four instruments, including a demographic questionnaire, the Adapted Personal Report of Communication Apprehension-24 (AFRCA-24), the Social Interest Scale (SIS), and the Rotter's Internal-External (I-E) Scale, were used to collect data from the sample of 240 Far Eastern students enrolled at North Texas State University in the fall semester of 1986.