Public speaking procrastination as a correlate of public speaking communication apprehension and self‐perceived public speaking competence

In the present study, the relationship between public speaking procrastination and communication apprehension, and the relationship between public speaking procrastination and self‐perceived public speaking competence were investigated. A significant, positive correlation was found between public speaking procrastination and communication apprehension. A significant, negative correlation was found between public speaking procrastination and self‐perceived public speaking competence. The implications of public speaking procrastination for students and their instructors are discussed along with “anti‐procrastination “ pedagogical strategies.     

Table of contents for volume 17

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.     

Intercultural willingness to communicate and communication anxiety in international teaching assistants

This study addressed patterns and correlates of communication apprehension, intercultural communication apprehension, and intercultural willingness to communicate in international teaching assistants. Results indicated an inverse relationship between communication apprehension of international TAs and their satisfaction with students, relationship with students, and perceptions of student ratings of instruction. Similar results were found for ITA state anxiety. Inverse relationships were also found between ITA intercultural communication apprehension and relationship with students and perceptions of student ratings of instruction. International teaching assistant CA and ICA were positively related with ITA state anxiety.     

Teacher Influence in the Classroom: A Preliminary Investigation of Perceived Instructor Power,Credibility, and Student Satisfaction An earlier version of this paper was presented on a program of the Communication Education interest group at the annual convention of the Central States Communication Association,Milwaukee, WI,April 2002.

The purpose of this study was to examine the relationships between perceived teacher power, teacher credibility, and student satisfaction. Respondents were 67 undergraduate students (30 males and 37 females) enrolled in Communication classes at a southwestern university. Students’ perceptions of their teachers’ expert, referent and reward power use were found to be positively related to their perceptions of their teachers’ competence, caring, and trustworthiness. Teacher power use contributed to the prediction of a significant amount of variance in teacher credibility. Additionally, student satisfaction was positively and significantly related to both teacher referent power and expert power. Surprisingly, students’ perceptions of coercive power were not significantly and negatively related to student satisfaction. Implications, limitations and suggestions for future research are discussed.     

Continuing the tradition… advancing the boundaries

This study investigated the influence that social and emotional support have on attributional confidence in the brother‐brother relationship. Two‐hundred thirteen males reported on the relationship with their brother. Social support dimensions of relational support, interpersonal depth, relational conflict and emotional support were examined as a function of attributional confidence. Results indicated positive relationships between social support dimensions of relational support and interpersonal depth with attributional confidence. Relational conflict was negatively related to attributional confidence. No significant relationship between emotional support and attributional confidence was observed.     

Two empirical tests of a videotape designed to reduce public speaking anxiety

These studies were designed to determine: 1) if a videotape could be used to help people cope with public speaking anxiety; 2) how this videotape compared with other interventions; 3) whether the video could be used on a self‐help basis; and 4) whether the video would be effective over time. These issues were addressed in two separate studies. These studies indicated that the videotape reduced self‐reported levels of trait CA, state CA, and negative thinking. The first study linked the videotape to reduced rigidity while the second linked the videotape to reduced agitation. The second study also found trait CA to be reduced over time. Meta‐analysis was used to compare these data with other interventions. That analysis revealed this videotape was generally more effective than other interventions in reducing trait CA in study one. The videotape was found to reduce state CA and negative thinking more than other interventions in study two. These and other results are discussed at the conclusion of these studies.     

Parent–Teacher E-Mail Strategies at the Elementary and Secondary Levels

Parent–teacher e-mail communication represents an increasingly prevalent form of computer-mediated communication at the elementary and secondary levels. Research is needed to identify the problems parents and teachers encounter when communicating via e-mail, as well as the strategies they employ to address these issues. The author conducted 30 parent and 30 teacher interviews and analyzed 341 parent–teacher e-mail messages. The findings revealed several noteworthy problems including misinterpretations, reductions in face-to-face communication, new boundaries crossed, and impacts on student responsibility. The findings also revealed a variety of e-mail strategies, providing teachers and parents ways to address problems they may encounter.     

Student perceptions of teacher affinity‐seeking and classroom climate

This study explored how teacher use of affinity‐seeking strategies is related to student perceptions of classroom climate. Participants were 147 undergraduate students enrolled at a large midwestern university. Results indicate that a significant relationship exists between teachers' use of affinity‐seeking strategies and student perceptions of classroom climate. Nineteen of the 25 strategies were correlated with classroom climate. Furthermore, communication teachers regularly used 19 of the 25 strategies. Student gender failed to account for any differences in perception of teacher use of affinity‐seeking strategies or classroom climate.     

On‐the‐job relationships among self‐reported oral communication apprehension,job satisfaction,and organizational citizenship behaviors

This study assessed the relationships among self‐reported oral communication apprehension (CA), job satisfaction, and organizational citizenship behaviors (OCB) for employees of a bank located in the southeastern U.S. Results indicated positive relationships between several of the job satisfaction and OCB variables, and several negative relationships between oral CA and OCB variables, and oral CA and job satisfaction variables. Also, individuals with high oral CA, in comparison to those with low oral CA, were found to score significantly lower on dimensions of organizational citizenship behavior and job satisfaction. Implications of these findings for the organization are discussed, as are reactions to the research findings by bank personnel.     

The Relationships Between Teacher Nonverbal Immediacy and Student Course Workload and Teacher Availability Expectations

The purpose of this study is to identify student expectations for course workload and teacher availability and to assess whether teacher nonverbal immediacy influences these student expectations. Based on a sample of 198 students at a large public university enrolled in a required general education hybrid communication course, students were willing to complete more work than the current course requires, which is comparable to other general education hybrid communication courses in the USA. Additionally, students have moderate to high expectations for teacher availability. Student perceptions of teacher nonverbal immediacy were positively correlated with students’ willingness to engage in their learning (reading, writing, speaking), teacher availability expectations, and tolerance for teacher unavailability.     

Measuring patients' communication apprehension about interacting with physicians: Instrument development

The purpose of these studies was to develop an instrument to measure patients' perceived communication apprehension in patient/physician interactions. In the first stydy, a five item Patients' Report of Communication Apprehension with Physicians (PRCAP) was developed. The scale appears to be a reliable, unidimensional scale which shows a moderate positive correlation with the Personal Report of Communication Apprehension (PRCA), a moderate negative correlation with willingness to communicate (WTC), and a moderate negative correlation with self‐perceived communication competence (SPCC). In the second study, designed to assess the predictive validity of the PRCAP, those who scored one standard deviation above the mean on the PRCAP reported being less satisfied with their interactions with physicians than those who scored one standard deviation below the mean on the PRCAP. It appears the PRCAP is a reliable and valid instrument that can be employed to pursue issues involving the role of CA in patient/physician interactions.     

Communication apprehension and the type‐a personality

Do Type‐A individuals experience communication apprehension? Consistent with theoretical expectations, the data at hand suggest the answer is a qualified “no.” Individuals evidencing a Type‐A personality reported significantly less CA than their Type‐B counterparts. This pattern of findings was strongest for apprehension about communicating in “collective” contexts (e.g., public, group, meeting) but diminished for CA in more “intimate” circumstances (e.g., interpersonal).     

Social support satisfaction,on‐line communication apprehension,and perceived life stress within computer‐mediated support groups

This study used an on‐line questionnaire to examine the relationship between social support satisfaction, on‐line communication time, on‐line communication apprehension, and perceived life stress among members of various on‐line support groups (N = 140). The results indicated that on‐line support satisfaction was predictive of on‐line communication time while on‐line communication apprehension was not related to on‐line communication time. On‐line communication apprehension was found to be predictive of on‐line support satisfaction. On‐line support satisfaction was found to be predictive of perceived life stress. The implications of findings for communication and social support research as well as the limitations of the study are discussed.     

Teacher e-mail message strategies and students' willingness to communicate online

In light of the prevalent use of e-mail between teachers and students, researchers have highlighted the need to assess its uses and effects. Relying on the research and thinking of teacher immediacy and extra-class communication, we developed a scale that measures those e-mail message strategies that influence students' willingness to communicate online with their teachers. Next, we isolated those reasons that students use e-mail to interact with their teachers: (1) to clarify course material and procedures, (2) as a means of efficient communication, and (3) for personal/social reasons. Finally, we examined student characteristics such as gender and ethnicity, and history of e-mail use that may (or may not) influence their attitudes toward e-mail exchanges with teachers.     

Teacher e-mail message strategies and students' willingness to communicate online

In light of the prevalent use of e-mail between teachers and students, researchers have highlighted the need to assess its uses and effects. Relying on the research and thinking of teacher immediacy and extra-class communication, we developed a scale that measures those e-mail message strategies that influence students' willingness to communicate online with their teachers. Next, we isolated those reasons that students use e-mail to interact with their teachers: (1) to clarify course material and procedures, (2) as a means of efficient communication, and (3) for personal/social reasons. Finally, we examined student characteristics such as gender and ethnicity, and history of e-mail use that may (or may not) influence their attitudes toward e-mail exchanges with teachers.     

Trait anxiety,experience, and the public speaking state responses of Finnish university students

This study focuses on the public speaking state responses among 47 Finnish subjects. Cognitive, behavioral, and physiological components of stale‐responses were investigated in relation to speakers’ trait communication anxiety and amount of previous experience speaking in public. Trait communication anxiety was found to correlate significantly with the cognitive aspect of state response, whereas amount of previous experience was found to be reflected in subjects’ heart rates. Characteristics of the Finnish speech culture and educational system are discussed when interpreting the results.     

Organizational assimilation and communication technology use

Studies of organizational members' assimilation information seeking have focused on traditional channels for uncertainty reduction (e.g., face‐to‐face communication and traditional technologies like employee handbooks) and on the experiences of newcomers. This investigation extends organizational assimilation research by examining a variety of socialization experiences (not just those of newcomers) and by considering Advanced Communication and Information Technologies (ACITs) as an additional channel for obtaining assimilation‐related information. Data from 405 employees of four organizations were utilized to explore the relationship between three channels for information seeking (face‐to‐face communication, traditional media, and ACIT) and perceived socialization effectiveness. Predictors of employee selection and use of ACITs also were examined, including perceptions of media richness and social presence, and user responses to their experiences using ACITs for assimilation. Results indicate that face‐to‐face communication is the most important predictor of assimilation effectiveness, followed by ACIT use. Least important are traditional technologies. Media characteristics, as elucidated in two prominent theories of organizational communication technology use, predicted individuals' selection and use of ACITs. Finally, a typology of members' behavioral responses to feedback regarding their ACIT use was derived, which revealed that users respond by continuing current practices, supplementing the channel, discontinuing use, expanding use, learning new uses, or by implementing a variety of these strategies.     

Affection received from fathers as a predictor of men's affection with their own sons: Tests of the modeling and compensation hypotheses

The present study takes a developmental approach to predicting the amount of affectionate communication fathers give their own sons by examining the amount of affection men received from their own fathers. Two developmental orientations are addressed: the modeling hypothesis, which predicts that positive behavior patterns exhibited by parents will be replicated in their children's own parenting, and the compensation hypothesis, which predicts that negative parenting behaviors are compensated for in children's parenting of their own children. We combined these approaches to advance a hybrid prediction that, when applied to affectionate communication, calls for a curvilinear relationship between the affection men received from their own fathers and the affection they give their own sons. Five hundred six men who were fathers of at least one son participated in the current study, and the results provided direct support for a combined modeling‐compensation hypothesis.     

The relationship of communication apprehension and interaction involvement to perceptions of computer‐mediated communication

This study investigated how the interpersonal traits of communication apprehension (CA) and interaction involvement (II) are related to one's attitudes toward and use of computer‐mediated communication (CMC). Data were collected by administering a self‐report survey to a sample of 133 participants, and results were analyzed with multiple regression. Findings revealed that CA and II failed to predict CMC attitudes. However, each trait predicted communication style during online interaction. Findings are interpreted within the context of current theories of CMC.     

Communication anxiety and teacher communication competence among Native American and Caucasian students

This study compared self‐reported communication anxiety and student perceived teacher communication competence among fifth and sixth grade Native American and Caucasian students being taught by Caucasian teachers. A survey of 67 Native American and 51 Caucasian students was conducted in an elementary school located on a Northwestern reservation. Native American and Caucasian students differed significantly only on their communication anxiety associated with approaching new people. No significant difference was found on factors of communication anxiety more specific to classroom communication. Native American students perceived the teachers to have significantly less communication competence. Additionally for Native American students, perceived teacher communication competence predicted reported enjoyment of classroom communication, fear of classroom communication and willingness to approach new people. For Caucasian students perceived teacher communication competence only predicted willingness to approach new people.