The relationship between students’ communication apprehension and their motives for communicating with their instructors

Abstract

People with high communication apprehension talk less and are less satisfied in their communication with others. In the classroom, students high in communication apprehension talk less, are less motivated, and are less successful than students low in communication apprehension. The intention of this study was to focus on how students’ trait communication apprehension was related to their motives for communicating with their instructors. Findings show that the motives of relational, participation, and functional are negatively related to communication apprehension.