Abstract
This article presents a study examining the relationship among communication apprehension (CA), self-efficacy (S-E), and grades in the basic communication course. Data were gathered from 208 undergraduate students enrolled in a public speaking course that fulfills a university-wide core curriculum requirement. Respondents completed MCroskey's (1982) Personal Report of Communication Apprehension (PRCA-24), the Self-Efficacy in the Class scale (SECL) adapted from Pintrich and DeGroot's (1990) Motivated Strategies for Learning Questionnaire, and two researcher-designed questions regarding S-E for college (SECOL). Results indicated that although trait and context CA are significantly correlated with final grades. In fact, multiple-regression showed that S-E contributed significant unique variance to grade. Implications for teaching the basic course are discussed.
Recommended Citation
Dwyer, Karen Kangas and Fus, Dennis A.
(1999)
"Communication Apprehension, Self-Efficacy, and Grades in the Basic Course: Correlations and Implications,"
Basic Communication Course Annual: Vol. 11, Article 9.
Available at:
https://ecommons.udayton.edu/bcca/vol11/iss1/9
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons