Emotional Intelligence as a Predictor of Writing and Public Speaking Anxieties

Abstract

Objectives: Students and professionals who suffer from communication anxiety may have all of the skills necessary to be excellent communicators, but unable to communicate effectively as they struggle with that anxiety. Guided by the Instructional Beliefs Model, the purpose of this study is to evaluate emotional intelligence (EQ), a developable skill, as an indirect influence of writing and presentation anxieties. Methods: An online survey was disseminated to 224 business majors. Each were assessed on the dimensions of EQ, self-efficacy, writing apprehension, and public speaking anxiety. Results: The data supported a model in which the EQ dimensions of well-being and self-control, which are the dimensions of EQ that are oriented toward one’s own emotions, indirectly influence students’ public speaking anxiety through the mediation of self-efficacy. However, while all EQ dimensions were negatively correlated with writing apprehension, none appear to be an indirect influence of it. Conclusions: The findings of this study indicate that elevating an individual’s well-being and self-control can ultimately give them the tools they need to manage their anxiety when giving presentations. Through instructional strategies known to enhance these characteristics, business educators and organizational trainers should be able to assist individuals in giving better presentations.