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.



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