Abstract
This study examines the relationship between a required self-disclosure speech and public speaking anxiety levels expressed by student speakers. If students report higher anxiety levels when asked to self-disclose during a speech, then the potential classroom climate warming advantages of such an assignment may not outweigh the disadvantages. Results indicated: (1) that most students did not report increased anxiety when presenting the self-disclosure speech; (2) there appeared to be no significant gender differences with regard to anxiety and self-disclosure in a public speaking situation; (3) students revealed that feeling confident, in control, and respected are primary factors necessary to reduce public speaking anxiety; and (4) significant gender differences existed in terms of topic selection and thematic content used in supporting material. Consequently, a required self-disclosure speech may be used equitably to warm the classroom climate and reduce public speaking anxiety as long as students are provided freedom in terms of topic selection and development.
Recommended Citation
Sellnow, Deanna D. and Golish, Tamara
(2000)
"The Relationship Between a Required Self-Disclosure Speech and Public Speaking Anxiety: Considering Gender Equity,"
Basic Communication Course Annual: Vol. 12, Article 6.
Available at:
https://ecommons.udayton.edu/bcca/vol12/iss1/6
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons