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University Professors' Communicative Competence and Its Relationship With Interpersonal Communication and Voice
Caroline Azevedo Maciel1, Adriane Mesquita de Medeiros1, Letícia Caldas Teixeira1
1Department of Speech-Language-Hearing Sciences, Medical School, Federal University of Minas Gerais - UFMG, Belo Horizonte, Minas Gerais, Brazil.
Objective:
To analyze the association between communicative competence self-assessment and interpersonal communication self-perception and voice symptoms in university professors.
Method:
Cross-sectional, analytical, observational study in 322 professors, who answered sociodemographic and occupational questions and three self-perception protocols: Self-Assessment of Communication Competence (SACCom), Interpersonal Communication Competence Scale (ICCS), and Voice Symptom Scale (VoiSS). The dependent variable was SACCom's yes/no answers. Univariate and multivariate descriptive and inferential data analyses were performed through logistic regression.
Results:
Most professors were females (55.3%), worked 40 hours (96.6%), and self-reported voice symptoms (72.7%). The largest portion had been in the career for 11-22 years (38.2%). The final multivariate model demonstrated that better self-assessed communicative competence among professors (SACCom) is related to an absence of voice complaints (odds ratio (OR) = 2.17; 95% confidence interval (CI) 1.29-3.65) and better self-perceived interpersonal communication (ICCS) (OR = 1.05; 95% CI 1.02-1.08). The older the professor (OR = 1.03; 95% CI 1.01-1.06), the better their communicative competence (SACCom).
Conclusions:
Study professors' self-assessed communicative competence is predominantly high. Those with a better communicative competence self-assessment are older and vocally healthy and self-perceive greater interpersonal communication skills.
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