Communication Anxiety Research Articles

Разработка программы формирования модели психического и толерантности подростков в контексте инклюзивного образования

The study is aimed at developing the program of nurturing tolerance and theory of mind in adolescents in the context of inclusion based on the results of the pilot phase of the study of personality features of adolescents. The statistical analysis has revealed that main predicators of tolerance formation are: self-attitude, self-control in communication, psychological security, situational and trait anxiety, aggression index. The results analysis confirmed significance of the predicators revealed. When developing the program the authors took these predicators into account. The program is based on the theory of mind methodology (E. A. Sergienko), the method of play therapy and sensory integration (A. J. Ayres, A. Bundy). This approach enables adolescents to form their own basis for understanding their inner world and that of the other person.

'온라인 영어 수업에서 학습 동기와 의사소통의지: 구조방정식 모형

Due to the spread of COVID-19, colleges have quickly adopted online learning. The purpose of the study was to examine the causal relationship among factors influencing L2 learning motivation and willingness to communicate (WTC) of Korean EFL college freshmen in online classes. The relative contributions of the factors to L2 motivation and WTC were analyzed by the structural equation modeling. The results showed that students’ ought-to L2 self was the strongest direct predictor of their motivated behavior and followed by the effectiveness of technological mode (synchronous vs. asynchronous) of the online classes. On the other hand, in the L2 WTC structural model, it was found that perceived L2 competence and communication anxiety had a direct path with students’ WTC. Therefore, these two factors that directly affected WTC have proven to be the same in face-to-face and online classes, while the students’ feeling of alienation was indirectly related to their WTC through a mediating role of communication anxiety. Based on the research findings, pedagogical implications in relation to teaching EFL in the post-COVID-19 era are suggested.

A Study of Affective Factors that Contribute to Middle School Students’ Use of Spoken English

The purpose of this study is to investigate affective factors that distinguish the high spoken English use group from the low spoken English use group among Korean EFL middle school students. This study focuses on the variables of communication strategy, willingness to communicate, self-concept, motivation, and anxiety. A questionnaire on communication strategy, willingness to communicate, self-concept, motivation, anxiety, and the use of spoken English was designed and administered to 112 students of eighth grade in a province. The findings of the study are as follows: (1) the middle school students’ levels of extrinsic motivation and speaking anxiety were high, while the levels of self-concept, intrinsic motivation, and the use of spoken English were low, (2) the highest positive relationship was found between willingness to communicate (WTC) and the use of spoken English, while the highest negative relationship was observed between speaking anxiety and the use of spoken English, (3) willingness to communicate (WTC), academic self-concept, and communication anxiety were statistically significant factors that distinguished the high spoken English use group from the low spoken English use group. Based on the findings, some suggestions were made in regard to helping students improve their use of spoken English.

RELATIONSHIP OF CYBER-ADDICTION WITH ALEXITHYMIA IN YOUNG MEN

Introduction. Currently, the scale of cyber addiction, Internet addiction, gadget addiction and other non-chemical addictions associated with interactive technologies is so significant that they are singled out in a number of new addictions that significantly affect the formation of young people and society as a whole.Purpose – the analysis of empirical data on the identification of alexithymia in young men with manifestations of cyber addiction.Research methods. Bibliographic and historical analysis, psychodiagnostic (test method "Toronto Alexithymia Scale" (TAS)), mathematical and statistical.Research results. In order to carry out a detailed verification of the signs of cyber addictions, alexithymic manifestations were studied in young men with manifestations of cyber-addictions.The study involved 269 boys aged 14-21 years. This made it possible to more clearly understand the generation of manifestations of aggression, anxiety, depression, conflict and disturbances in the interpersonal communication of male cyber-addicts. According to the results of the data obtained, it was found that the majority of young men in the age category from 14 to 21 years old do not show manifestations of cyber-addictions – non-alexithymic (more than 50%), and respondents with cyber-addictions have manifestations of alexithymia in 45%-50% of respondents.Conclusions. Thus, it is possible to characterize young men with manifestations of cyber-addictions as people who mainly have manifestations of alexithymia, are incapable of reflection, are prone to the manifestation of short-term, sharply expressed in behavior emotional outbursts, the causes of which they are poorly aware of, and also have manifestations of depression and anxiety.The study made it possible to include alexithymic manifestations in research markers for the further development of psychocorrectional programs for adolescents suffering from various types of cyber-addictions.

Reducing Sexual Communication Anxiety of Women upon Marriage: A randomized quasi-experimental study from Iran

Background: Lack of sexual knowledge or incorrect sexual information can lead to anxiety and fear of sexual communication and subsequent sexual dysfunction in marrying women. Objective: The purpose of this study was to investigate the impact of sexual cognition counseling on the sexual communication anxiety of women upon marriage. Methods: In this randomized quasi-experimental study 124 women upon marriage with poor sexual knowledge and attitudes, were randomly assigned into two groups of intervention and control group (62 in each group), using four randomized blocking. Data collected by Sexual Knowledge and Attitude (SKAS) and Sexual Communication Anxiety questionnaires. In the experimental group, five counseling sessions were held with the aim of promoting women sexual knowledge and attitude. Control group women did not receive any intervention. Results: The mean scores of sexual knowledge and sexual attitude of women in the experimental group were significantly increased from 30.02 ± 9.09 and 32.34 ± 6.09 to 34.35 ± 10.23 and 34.53 ± 6.92 after intervention respectively (p <0.05). The mean scores of sexual communication anxiety in the intervention group showed a significant decrease from 42.23 ± 10.63 to 40.47 ± 10.94 after the intervention (p <0.05). Conclusions: This study showed that increase of knowledge and improvement of sexual attitude can reduce the sexual communication anxiety of women upon marriage. Designing and implementing the effective interventions with the purpose of promoting the sexual knowledge in women and amending the false attitudes and beliefs may take some effective steps to protect and promote the sexual health in women, then the couples. This research was registered in Iranian Registry of Clinical Trials (IRCT20120215009014N238).

ASSESSMENT OF THE LEVEL OF COMMUNICATION ANXIETY OF THE CHILDREN WITH REPAIRED CLEFT LIPAND PALATE

Generally, it is assumed that the children with cleft lip and palate do not perform psychologically well in their environment and society due to communication anxieties.

Breaking Silos: The Team-Based Approach to Coronavirus Disease 2019 Pandemic Staffing.

Breaking Silos: The Team-Based Approach to Coronavirus Disease 2019 Pandemic Staffing.

Direct and indirect effects of contact quality and perceived cultural identification on conflict management styles in an American–Chinese context

From the theoretical perspectives of anxiety and uncertainty management and intergroup contact, this study examined U.S. American participants’ (N = 487) perceptions of conflict management styles with Chinese international students. Specifically, this study tested the indirect effects of participants’ perceptions of contact quality with the Chinese in general and strength of Chinese international students’ identification with home culture on conflict management styles through intergroup communication anxiety and social attraction. A conflict scenario was set in a typical class project context in which the American participants experienced a conflict with a Chinese international student. Results indicated that participants’ perceptions of contact quality with the Chinese and Chinese international students’ identification with their home culture had positive indirect effects on the problem‐solving style and negative indirect effects on the competing and avoiding styles through intergroup communication anxiety. In addition, quality of contact had positive direct and indirect effects on the accommodating style through social attraction of Chinese international students. Findings in this study generally indicated important ways in which contact experiences with outgroup members, intergroup communication anxiety, and outgroup membership influence specific communication behaviours during a conflict episode. Findings are discussed in light of prior literature and theories of intergroup contact, anxiety, and integrated threat.

Assessing Willingness to Communicate in the Multilingual Environment

The paper describes the results of an empirical study supported by the McCroskey’s Willingness to Communicate Scale and the findings of the self-assessed communication apprehension survey. The research was carried out in the context of the Russian regional university under internationalization. The respondents included two groups of Russian students and one group of foreign students (52 people in total). The answers given by the students enabled assessment of the level of anxiety they could experience in the proposed communication contexts: public speaking; communication in a small group; speech at a meeting; and interpersonal talk. Supposedly, a high level of readiness for communication in a foreign language would indicate the person’s psychological security and lack of discomfort when networking. In addition, the research aimed to find a correlation between the number of foreign languages and the duration of their study, and the individual’s desire to engage in verbal communication with strangers. According to the results of the communication apprehension test, all the students showed an average index of communication anxiety, and this moderate level can complicate their future introduction into a diverse professional community. Also, this study revealed that the number of languages and the willingness to communicate do not correlate. However, the number of years students learn languages is directly linked with their willingness to communicate. It is suggested that the quasi-communicative format of teaching foreign languages in the classrooms contrasts sharply with the emerging dynamic multicultural space of the university.
 Keywords: willingness to communicate, communication apprehension, foreign language environment

Kecemasan Komunikasi pada Mahasiswa Psikologi Unimal

Communication anxiety is a fear experienced by individuals who deal with communication either directly or indirectly between individuals and other individuals. Establishment of communication anxiety tools is expected to help researchers and clinical parties who need these measurements to make appropriate interventions related to communication anxiety to students in Indonesia. Communication behavioral indicators of communication anxiety scale are obtained from 4 components: Internal Discomfort, Avoidance of Communication, Communication Disruption, and Overcommunication. The study participants were 115 people consisting of 35 men (30.4%) and 80 women (69.6%). The age range of participants 17-21 years consists of 26 people aged ≥20 years (22.6%), 50 persons aged 20 years (43.5%), 23 persons aged 19 years (20%), 15 persons aged 18 years (13%), and 1 person aged 17 years (0.9%). Based on the results of psychometric tests performed obtained alpha-cronbach results of α = 0.862 (very good) and 28 of 46 aitem have correlation value ≥.30 thus aitem of the scale of anxiety is considered good psychometrically.

The Role of Communication Mode in Auditor-Client Interactions: Insights from Staff Auditors

SUMMARYResearch suggests that staff auditors are more comfortable interacting with client personnel through email than face-to-face and that this choice of communication mode has the potential to impact audit outcomes. However, very little is known about how staff auditors choose a communication mode and its effects on their client interactions. Therefore, we present survey-based evidence that the majority of staff auditors prefer to interact with the client face-to-face but use face-to-face and email relatively equally. Auditors who primarily email the client place less value on client connection, and those who prefer email report feeling more communication anxieties related to the client. Importantly, the use of face-to-face communication is associated with more positive and productive client interactions. Firms can use the results of our study to understand the factors influencing staff auditors' preference for and use of different communication modes and its effect on audit outcomes, particularly as remote work increases.

Emotional Intelligence as a Predictor of Writing and Public Speaking Anxieties

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.

Dapatkah Saya Lebih Baik dalam Berkomunikasi dengan Menggunakan Self-Talk Positif?

Islamic guidance and counseling (BKI) students as prospective counselors are required to master communication skills well as one of the characteristics of personality and professionalism that must be possessed. But sometimes, students experience anxiety when they start communicating with others in formal situations, such as academic situations. This study aims to look at the relationship between the frequency of BKI IAIN Parepare students in conducting positive self-talk with the level of communication apprehension. This study uses a quantitative approach. Data is collected by using The Self Talk Scale (Brinthaupt, Hein, & Kramer, 2009) and Personal Report Communication Apprehensioan Questionnaire (McCroskey, 1984). Linear regression analysis test is used to analyze the relationship between the frequency of self-talk with communication apprehension. The sample in this study amounted to 78 students consisting of 15 men and 70 women. The results showed that there was a relationship between the frequency of doing positive self-talk with the level of communication anxiety in students. The implication of this study shows that positive self-talk techniques can be used in a variety of guidance and counseling situations or daily activities in reducing anxiety levels and increasing student personal competence, especially those related to anxiety when conducting interpersonal communication.

Kecemasan Komunikasi Mahasiswa saat Bimbingan Skripsi

Tegar Aprilio Armanda, NPM: 1532010014. “Student Communication Anxiety During Thesis Guidance (Analysis of Communication Anxiety To Alumni of Students of the Communication Studies Program Merdeka Madiun University Class of 2015). Communication Studies Program, Merdeka Madiun University, Supervisor : Maria Madgalena W., S.Sos, M.Si, Supervisor 2: Zulin Nurchayati, S.Psi, M.Si. Year 2020. The purpose of this study was to determine the cause and effect of communication anxiety between students of the Merdeka Madiun University Class of 2015 with the supervisor when conducting thesis guidance, forms of communication anxiety itself that have been experienced by students of Communication Studies Merdeka Madiun University Class of 2015, anticipatory steps taken by the Communication Sciences Merdeka Madiun University Class of 2015 students, how important is the handling of communication anxiety, data related to communication anxiety among final year students. This research uses descriptive qualitative method. Research data obtained through observation techniques, literature studies, interviews, and documentation. The informants came from the 2015 Communication Merdeka Madiun University alumni students. The results of this study are modeling and skill acquisition factors causing the emergence of communication anxiety, the type of communication anxiety perceived by informants is generalized context communication apprehension and situational communication apprehension, the form of communication anxiety perceived by informants is state anxiety, the most anticipatory step recommended by informants is to better understand the thesis material before the guidance and remain calm during the guidance.Keyword: Anxiety, Communication anxiety, Students of the Communication Studies Program Merdeka Madiun University Class of 2015,Thesis Guidance.

Speaking Anxiety, English Proficiency, Affective and Social Language Learning Strategies of ESL Engineering Students in a State University in Northern Luzon, Philippines

The primary aim of this paper is to examine the speaking anxiety, affective and social language learning strategies and English language proficiency among ESL Agricultural and Biosystems and Civil Engineering students of a state university in Northern Luzon, Philippines including the possible relationship among the aforementioned variables. The research adapted six (6) items on Affective Language Learning Strategies (ALLS) and six (6) items on Social Language Learning Strategies (SLLS) by Oxford (1990); the Foreign Language Communication Anxiety Scale designed by Horwitz et al. (1986) and the English Proficiency Test developed by Commission on Higher Education were utilized in this study. The findings disclose that the speaking anxiety level of the respondents is moderate. It was noted that they are uneasy every time teachers called them to recite in English class unprepared. To add more, their ALLS and SLLS are both somewhat true for them and the repondents’ English Proficiency Level is moderate. It also showed that small negative correlation exists between their English proficiency and speaking anxiety. However, a medium and small positive correlation established when their speaking anxiety and ALLS was correlated. And a small positive correlation was obtained in the correlation between the respondents’ speaking anxiety and SLLS. The research concludes with a list of recommendations on how to lessen speaking anxiety in the English language classroom to ESL learners.

Confronting Students’ Personal and Interpersonal Communication Anxieties and Needs through Constitutive, Experiential Communication Pedagogy

Today’s college students are experiencing unprecedented high levels of anxiety, resulting in devastating effects. This essay challenges communication educators to respond directly to this significant issue by employing an experiential pedagogy that offers students constitutive opportunities to initiate, experiment with, and receive feedback about new communicative behaviors that will enable them to interact well and achieve positive outcomes in high anxiety-inducing interactions. The essay explicates how that constitutive, experiential pedagogy informs the course “Communication and Human Relations,” enabling students to acquire communication competencies to reduce their anxiety about and to manage effectively their personal and interpersonal communication difficulties.

Language Barriers to Healthcare for Linguistic Minorities: The Case of Second Language-specific Health Communication Anxiety

ABSTRACT In this study we examined health communication anxiety (HCA) associated with language-discordant situations – that is, where people have to use their second language (L2) to communicate with health providers who are using their first language (L1). We adapted existing HCA scales in order to (1) assess L2 HCA in such situations separately for physical and mental/emotional health contexts and (2) control for potential confounds, such as HCA not related to L2 use and L2 communication anxiety not related to health, allowing us to obtain L2-specific measures of HCA. We examined the relationship between L2-specific HCA and willingness to use health services in language-discordant situations. English-speaking linguistic minority participants (N = 314) living in Québec, a predominantly French-speaking area of Canada, were recruited for online testing. The results revealed that, separately for both physical and mental/emotional health contexts, there were significant and meaningful L2-specific relations between HCA and willingness to use L2 health services – i.e., over and above general anxiety and discomfort about using an L2, and over and above general health communication anxiety. The effect was stronger for mental/emotional health contexts. The results are discussed in terms of their implications for understanding barriers to health services for linguistic minorities.

Chinese Learning Anxiety on Foreign Students

<p style="text-align:justify">The purpose of this study is to investigate the level of anxiety in learning Chinese, discover the dominant factors of anxiety in learning Chinese language and analyze differences in Chinese language anxiety based on gender, year of study and HSK in foreign students in Wuhan, China. The research method used was quantitative using a survey approach. There are 250 foreign students as the samples, consisting of 108 male and 142 female students. The data collection technique used is questionnaire called CLAS (Chinese Learning Anxiety Survey) adapted from FLCAS (Foreign Language Classroom Anxiety Survey). The data were analyzed using SPSS with descriptive statistical techniques and Multivariate Analysis. The results showed that Chinese language anxiety among foreign students is on a moderate level, with communication anxiety as the most dominant aspect. The male and female students have the same anxiety level in learning Chinese. The foreign students who had longer duration of learning Chinese and had higher HSK tend to have lower level of anxiety in learning Chinese. This showed that years of study and HSK were two factors that determine the high or low level of anxiety in learning Chinese for foreign students.</p>

CULTURAL DIVERSITY IN ENGLISH LANGUAGE LEARNING IN THAILAND AND LATVIA

Aim. The article examines the characteristics of learning English in students from different cultural backgrounds – Thailand and Latvia. We aimed to gain empirical evidence of how the cultural background influences student leisure time English language learning habits and their English language learning anxiety. 
 Concept and Methods. In the study two questionnaires were used: leisure time use of reading and writing activities in English (RWA), and English language learning anxiety scale (ELLAS). RWA included five areas of leisure time use of reading and writing activities: using Internet or e-mail, writing regularly, reading regularly, watching TV or movies, and having checker; ELLAS consisted of four subscales - Communication Anxiety, Fear of Negative Evaluation, Test Anxiety, and English Classroom anxiety. The participants in the study were 95 undergraduate sports science program students from Thailand and Latvia – Thai students were 50, and 45 students represented Latvia. The research was carried out in two stages, first one being a pilot study.
 Results and Conclusions. The results showed that Thai and Latvian students showed more similarities in their leisure time use of reading and writing activities in English than differences: they often watched movies and TV, but rarely were reading and writing to improve their English. Latvian students spent more time watching TV, movies, reading regularly, using Internet or e-mail than Thai students (p < .01 and .05). Both Thai and Latvian students experienced moderately elevated communication anxiety, fear of negative evaluation, test anxiety, and English classroom anxiety. However, Thai students had higher anxiety than Latvian students in all aspects of ELLAS (independent samples t-test, statistically significant level of .01).

Communication Apprehension Across the Career Span

Working adults engage in a variety of communication activities for their entire careers. Yet relatively, little has been established regarding whether or how average communication anxiety levels change over time, especially after college. The purpose of this study was to test communication anxiety levels across the career span. Age, levels of work experience, frequency in making presentations, and levels of communication apprehension as measured by the Personal Report of Communication Apprehension (PRCA) were compared for college-educated adults, aged 20-72. They were also compared with mean PRCA scores developed by James McCroskey based on testing undergraduates. Levels of overall Communication Apprehension and Public Speaking Apprehension scores fell with age, years of full-time work, and frequency of making presentations. Only those reporting never presenting in the prior year had scores which aligned with McCroskey’s college student mean scores; all others were lower at the 0.000 level of significance.