The relationship between interpersonal communication apprehension and self‐efficacy

Hopf, Tim; Colby, Noelle

doi:10.1080/08824099209359905

Cited by 26 publications

(19 citation statements)

References 14 publications

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“…Although the self-esteem dimensions of intelligence and self-sufficiency have not been related to CA, meta-analysis findings have reported consistent negative associations between CA and educational achievement (r=-.12) (Bourhis & Allen, 1992). In addition, some studies have found a negative relationship between the self-esteem dimension of self-efficacy (S-E) and CA in interpersonal interactions (r=-.41) (Colby, Hopf, & Ayres, 1993;Hopf & Colby, 1992).…”

Section: Literature Reviewmentioning

confidence: 96%

“…Colby, Hopf, and Ayres, (1993) recommended further investigation into the CA/S-E relationship because CA in interpersonal relationships was more closely related to S-E than to self-esteem. They called for additional investigation into the trait CA/S-E relationship with the hope that interventions for CA might evolve that would increase a high CA's feelings of personal efficacy and thus contribute to anxiety reduction (Colby, Hopf, & Ayres, 1993;Hopf & Colby, 1992).…”

Section: Self-efficacymentioning

confidence: 99%

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

Dwyer

Fus

2002

Communication Research Reports

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Section: Literature Reviewmentioning

confidence: 96%

Section: Self-efficacymentioning

confidence: 99%

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

Dwyer

Fus

2002

Communication Research Reports

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“…This implies that individual self-efficacy may be specific to particular oral communication contexts. In fact it has been suggested that there may be a strong negative correlation between self-efficacy and OCA [6,56] with apprehension for delivering presentations the main driver of this relationship [6]. Furthermore, recently developed frameworks for presentation skills development are based on self-efficacy [7,46].…”

Section: Self-efficacymentioning

confidence: 99%

Student Oral Presentations: Developing the Skills and Reducing the Apprehension

Ireland¹

2016

INTED2016 Proceedings

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Student oral presentations: developing the skills and reducing the apprehension Original CitationIreland, Chris (2016) Student oral presentations: developing the skills and reducing the apprehension. In: Proceedings of 10th International Technology, Education and Development Conference Valencia, Spain. 79 March, 2016. IATED (2016). IATED, Valencia, Spain, pp. 1474 1483 This version is available at http://eprints.hud.ac.uk/id/eprint/27264/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or notforprofit purposes without prior permission or charge, provided:• The authors, title and full bibliographic details is credited in any copy;• A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way.For more information, including our policy and submission procedure, please contact the Repository This paper reports on an intervention which seeks to help students develop oral presentation skills and at the same time help apprehensive presenters reduce their fear of delivering oral presentations. The intervention, which takes place with foundation level undergraduate Accounting students, is underpinned by problem-based learning and contributing student pedagogy and focuses on the development of self-efficacy which has been identified to be a key area for the reduction of oral communication apprehension in public speaking contexts [6]. The paper will introduce the concept of communication apprehension in oral presentations and discuss causes and possible interventions. It details the progress that has been made in the study which uses qualitative data in the form of research conversations and student reflections. Such an approach is taken in order to gain insights into the "lived experiences" of students, which has been absent in much of the previous research conducted in the area [5].

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“…to avoid engaging in classroom activities that require communication (Neer, 1990), to have more difficulty in obtaining employment (Ayres & Crosby, 1995), to select occupations that require less communication (Daly & McCroskey, 1975), to believe they are likely to advance more slowly in a profession (Scott McCroskey, & Sheahan, 1978), to display lower selfesteem (McCroskey, Daly, Richmond, & Falcione, 1977) and lower self-efficacy (Hopf & Colby, 1992), etc. than those who experience lower levels of communication apprehension.…”

mentioning

confidence: 99%

Practice makes perfect but does it help reduce communication apprehension?

Ayres

Schliesman

Sonandre

1998

Communication Research Reports

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This study was conducted to determine if practicing a speech in class prior to its delivery was associated with lower public speaking apprehension, greater selfperceived communication competence, and more willingness to communicate. To this end a pre/post-test control group design was employed. Approximately, 1/3 of the participants took the pre-tests, practiced their speeches, delivered their speeches, and completed the post-tests. Another 1/3 of the participants took the pre-tests, participated in small group activities, delivered their speeches, and completed the post-tests. The final 1/3 completed the pre-test package, delivered their speeches, and completed the post-test package. Results indicated that high public speaking apprehensive students who practiced their speeches reported lower public speaking apprehension and felt more willing to communicate than those in the other conditions. Among other things, these findings suggest incorporating practice sessions into the daily activities of public speaking courses is of value.Communication apprehension, fear of actual or anticipated communication with others

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The relationship between interpersonal communication apprehension and self‐efficacy

Cited by 26 publications

References 14 publications

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

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

Student Oral Presentations: Developing the Skills and Reducing the Apprehension

Practice makes perfect but does it help reduce communication apprehension?

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