ABSTRACT

The purpose of this study was to better understand the relationship between visiting a communication center and taking an introductory communication course on student public-speaking anxiety, goal orientation, and motivation. Researchers analyzed pre- and post-course survey data for 1,373 students enrolled in a fundamentals of communication course. Results showed that, for students who reported medium and high levels of public-speaking anxiety at the beginning of the semester and before visiting the communication center, the communication center helped reduce their levels of anxiety, whereas students with low levels of reported public-speaking anxiety did not report as much of a difference in their anxiety levels after visiting the communication center. There was a significant main effect for communication-center visits on the goal-orientation types of mastery approach, performance approach, mastery avoidance, and performance avoidance. However, there were no significant effects for work avoidance. Results indicated a significant effect for communication center visits on motivation types: identified regulation and external motivation. However, there were no significant effects for intrinsic motivation or amotivation.

摘要

本研究的目的是更好地了解访问交流中心与参加关于学生公开演讲焦虑、目标导向和动机的介绍性交流课程之间的关系。研究人员分析了 1,373 名参加传播基础课程的学生的课前和课后调查数据。结果表明，对于在学期开始和访问交流中心之前报告有中高水平公开演讲焦虑的学生，交流中心有助于降低他们的焦虑水平，而报告公开演讲水平低的学生在访问交流中心后，焦虑并没有报告他们的焦虑水平有多大差异。交流中心访问对掌握方法、表现方法、掌握回避和表现回避的目标导向类型有显着的主效应。然而，对工作回避没有显着影响。结果表明交流中心访问对动机类型有显着影响：确定的调节和外部动机。然而，对内在动机或动机没有显着影响。