Karen Kangas Dwyer

Communication apprehension and learning style preference: Correlations and implications for teaching

This study examined the relationship between communication apprehension (CA) and learning style preference in order to describe the learning style needs of high communication apprehensives (HCAs). When the participants (N = 436) were separated by sex, results indicated that trait and context CA are significantly correlated with learning style preference for women, but not for men. HCA women prefer the Hands‐on Experimenter and the Analytical Evaluator learning styles. Low communication apprehensive (LCA) women prefer the Innovative Explorer learning style. CA is not correlated with age, sex, or self reported grade‐point average (GPA), but learning style preference is correlated with GPA and sex. Instructional implications are discussed.

The multidimensional model: Teaching students to self‐manage high communication apprehension by self‐selecting treatments

This study tested the Multidimensional Model for teaching students to self‐manage communication apprehension (CA) by self‐selecting treatment technique(s). Communication literature indicates that although numerous techniques are available to help students manage high CA, the difficulty lies with determining which technique(s) will target a students specific needs. Multimodal evaluation of seven personality dimensions (Lazarus, 1989, 1997) and then matching dimensions to techniques puts the selection of techniques in the hands of those experiencing high CA. The pretest‐posttest control group design (N = 331) showed that there was a significantly greater reduction in CA level when teaching the Multidimensional Model in a public speaking course than when only using traditional skills training.

Perceptions Of Communication Competence, Self‐Efficacy, And Trait Communication Apprehension: Is There an Impact on Basic Course Success?

The study examined the trends and relationships among communication apprehension (CA), self‐efficacy (S‐E), and self‐perceived public speaking competence (SPPSC), and impact on course grade, for 304 students enrolled in a basic public speaking course. Respondents completed McCroskeys (1982) Personal Report of Communication Apprehension (PRCA‐24), the Self‐Efficacy scale (S‐E Scale) (Pintrich and DeGroots, 1990), and the Self‐perceived Public Speaking Competency scale (SPPSC Scale) (Ellis, 1995), based on the National Communication Associations (NCA) “Competent Speaker Speech Evaluation Form” (Morreale, 1990). Results indicated significant changes occurred in CA, S‐E, and SPPSC levels throughout the semester. However, only S‐E at mid‐semester and semesters end predicted grade.

Is Public Speaking Really More Feared Than Death

The purpose of this study was to investigate the genesis of the 1973 R. H. Bruskin Associates American Fears study appearing in the London Sunday Times and often reported in communication textbooks as “people fear public speaking more than death,” and to replicate the study among college students who read the textbooks. Participants in a multi-section communication course (N = 815) completed the survey during the first week of class by selecting their fears from a list of fears, ranking their top fears, and completing the 6 public speaking context items of the Personal Report of Communication Apprehension–24 items. This study found that public speaking was selected more often as a common fear than any other fear, including death. However, when students were asked to select a top fear, students selected death most often. These findings help authors and instructors aptly quote the 1973 Bruskin Associates findings, which were confirmed by this study.

General Education Oral Communication Assessment and Student Preferences for Learning: E-Textbook versus Paper Textbook.

As part of a yearly university mandated assessment of a large basic communication course that fulfills the oral communication general education requirement, this study examined student preferences for textbooks, reading, and learning. Specifically, basic course students (N=321) at a large state university in the Midwest were asked to complete a survey regarding paper textbook and e-textbook usage in their classes. The results indicated that neither reading the paper textbook nor the e-textbook was a predictor of grade, but comfort in accessing the e-textbook through the online portal was associated with grade. Many students reported strong preferences for paper textbook usage, and indicated several reasons for not liking or not using the e-textbook. The results of this assessment study could help communication course instructors make decisions about adopting e-textbooks versus paper textbooks, as well as alert them to the challenges students may experience with textbook reading.

Communication apprehension, personality, and grades in the basic course: Are there correlations?

The present study considers the relationships between communication apprehension (CA), personality type, represented by the Myers‐Briggs Type Indicator (MBTI) (Myers, 1987), and final grades in a basic public speaking course. The results indicated that trait and context CA are significantly correlated with extraversion and in introversion personality types. In addition, CA in the public speaking context is correlated with the sensing and intuition personality types. Multiple regression showed that while trait CA does not contribute to course grade or grade‐point average, thinking and feeling personality types do contribute significant unique variance to final grade in a public speaking course. Keywords: Communication apprehension, speech anxiety, personality, grades, college students, learning preference.