Making a Difference: A Quantitative Study of Communication Center and Basic Course Impact on Public-Speaking Anxiety, Goal Orientation, and Motivation

Autor/inn/en	Stewart, Briana; Broeckelman-Post, Melissa; Rossheim, Chelsea
Titel	Making a Difference: A Quantitative Study of Communication Center and Basic Course Impact on Public-Speaking Anxiety, Goal Orientation, and Motivation
Quelle	In: Communication Education, 70 (2021) 3, S.307-326 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2021.1906923
Schlagwörter	Academic Support Services; Communication (Thought Transfer); Communication Skills; Public Speaking; Anxiety; Goal Orientation; Student Motivation; College Students; Help Seeking + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Kommunikationsstil; Vortrag; Angst; Zielorientierung; Zielvorstellung; Schulische Motivation; Collegestudent; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten
Abstract	The purpose of this study was to better understand the relationship between visiting a communication center and taking an introductory communication course on student public-speaking anxiety, goal orientation, and motivation. Researchers analyzed pre- and post-course survey data for 1,373 students enrolled in a fundamentals of communication course. Results showed that, for students who reported medium and high levels of public-speaking anxiety at the beginning of the semester and before visiting the communication center, the communication center helped reduce their levels of anxiety, whereas students with low levels of reported public-speaking anxiety did not report as much of a difference in their anxiety levels after visiting the communication center. There was a significant main effect for communication-center visits on the goal-orientation types of mastery approach, performance approach, mastery avoidance, and performance avoidance. However, there were no significant effects for work avoidance. Results indicated a significant effect for communication center visits on motivation types: identified regulation and external motivation. However, there were no significant effects for intrinsic motivation or amotivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01