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Attitude is our evaluation of a person, an idea, or an object. We have attitudes for many things ranging from products that we might pick up in the supermarket to people around the world to political policies. Typically, attitudes are favorable or unfavorable: positive or negative (Eagly & Chaiken, 1993). And, they have three components: an affective component (feelings), a behavioral component (the effect of the attitude on behavior), and a cognitive component (belief and knowledge;...
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Public speaking attitudes: does curriculum make a difference?

Adrienne B Hancock1, Matthew D Stone, Shelley B Brundage

  • 1Department of Speech and Hearing Sciences, The George Washington University, Washington, District of Columbia 20052, USA. Hancock@gwu.edu

Journal of Voice : Official Journal of the Voice Foundation
|June 2, 2009
PubMed
Summary
This summary is machine-generated.

Public speaking courses, whether focused on vocal techniques or general communication, effectively reduce speech apprehension and boost student confidence and competence. Both teaching methods yielded similar positive outcomes for undergraduates.

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Area of Science:

  • Communication Studies
  • Educational Psychology

Background:

  • Public speaking anxiety is prevalent, leading businesses to invest in communication training and universities to mandate public speaking courses.
  • While individual training methods are common, research on the effectiveness of group instruction in academic settings is limited.

Purpose of the Study:

  • To compare the effectiveness of two distinct public speaking course structures on student self-perceived confidence, competence, and apprehension.
  • To assess changes in communication apprehension, confidence, and competence following vocal mechanism-focused instruction versus general communication theory instruction.

Main Methods:

  • Seventy-one undergraduates in a "Voice and Diction" course and 68 in a "Fundamental Speech" course completed pre- and post-course questionnaires.
  • Standardized scales measuring self-perceived communication competence, speaker confidence, and communication apprehension were utilized.
  • Data were analyzed using within-subjects (pre-post) and between-course comparisons.

Main Results:

  • All participants reported significant reductions in public speaking apprehension and increases in confidence and competence post-course (p<0.05).
  • No statistically significant differences were found in the magnitude of change between the vocal mechanism-focused course and the general communication theory course.

Conclusions:

  • Both traditional public speaking curricula and those emphasizing vocal mechanics are effective in mitigating public speaking anxiety.
  • Academic public speaking courses successfully enhance students' feelings of confidence and competence in public speaking situations.