Survey of Speech Anxiety

1984 ◽  
Author(s):  
Karla E. Slivken ◽  
Arnold H. Buss
Keyword(s):  
Speech Anxiety

Convergent and Predictive Validity of Implicit and Explicit Anxiety Measures as a Function of Specificity Similarity and Content Similarity

2008 ◽  
Vol 24 (4) ◽  
pp. 254-262 ◽  
Author(s):  
Tobias Gschwendner ◽  
Wilhelm Hofmann ◽  
Manfred Schmitt
Keyword(s):  
Implicit Association Test ◽  
Theoretical Models ◽  
Implicit Measures ◽  
Speech Anxiety ◽  
Behavioral Indicators ◽  
General Anxiety ◽  
Anxious Behavior ◽  
Content Similarity ◽  
Implicit And Explicit ◽  
Validation Strategy

In the present study we applied a validation strategy for implicit measures like the IAT, which complements multitrait-multimethod (MTMM) analyses. As the measurement method (implicit vs. explicit) and underlying representation format (associative vs. propositional) are often confounded, the validation of implicit measures has to go beyond MTMM analysis and requires substantive theoretical models. In the present study (N = 133), we employed such a model ( Hofmann, Gschwendner, Nosek, & Schmitt, 2005 ) and investigated two moderator constructs in the realm of anxiety: specificity similarity and content similarity. In the first session, different general and specific anxiety measures were administered, among them an Implicit Association Test (IAT) general anxiety, an IAT-spider anxiety, and an IAT that assesses speech anxiety. In the second session, participants had to deliver a speech and behavioral indicators of speech anxiety were measured. Results showed that (a) implicit and explicit anxiety measures correlated significantly only on the same specification level and if they measured the same content, and (b) specific anxiety measures best predicted concrete anxious behavior. These results are discussed regarding the validation of implicit measures.

Seeking “skilled, poised, fluent” verbal communicators: Aesthetic labor and signaling in journalism job advertisements

2021 ◽  
Vol 42 (1) ◽  
pp. 12-28
Author(s):  
Elia Powers
Keyword(s):  
Communication Skills ◽  
Thematic Analysis ◽  
Verbal Communication ◽  
Barriers To Entry ◽  
Speech Anxiety ◽  
Interactional Expertise ◽  
Verbal Skills ◽  
Aesthetic Labor ◽  
Job Advertisements ◽  
The Ideal

Journalism job advertisements send important signals about valued skills and attributes. How such advertisements articulate journalistic expertise, including interactional expertise, has been studied, but signals about verbal communication usually have been overlooked. Little is known about how journalism employers define the most valued communication skills and the ideal journalistic voice. This signaling theory study explores expectations advertisements convey for how journalists should sound through a thematic analysis of U.S. journalism job listings (n = 510) specifying substantial verbal communication. Requirements for exceptional verbal skills and explicit calls for vocal clarity raise barriers to entry for journalists with speech disabilities or speech anxiety.

scholarly journals Treating Speech Anxiety in Youth: A Randomized Controlled Microtrial Testing the Efficacy of Exposure Only versus Exposure Combined with Anxiety Management Strategies

2021 ◽  
Author(s):  
Rachel de Jong ◽  
Miriam J.J. Lommen ◽  
Marieke E. Timmerman ◽  
Wiljo J.P.J. van Hout ◽  
Rowella C.W.M. Kuijpers ◽  
...  
Keyword(s):  
Management Strategies ◽  
Speech Anxiety ◽  
Anxiety Management ◽  
Randomized Controlled

Contribution of an Educational Phase to Stress Inoculation of Speech Anxiety

1980 ◽  
Vol 50 (2) ◽  
pp. 495-501
Author(s):  
Matt E. Jaremko ◽  
Rob Hadfield ◽  
William E. Walker
Keyword(s):  
Combination Group ◽  
Future Research ◽  
Stress Inoculation ◽  
Control Group ◽  
Stress Inoculation Training ◽  
Speech Anxiety ◽  
Public Speech ◽  
Behavioral Ratings ◽  
Treatment Groups ◽  
Treatment Control Group

A study is described in which students anxious about speeches were treated by variations of stress inoculation training. The purpose of the experiment was to evaluate the contribution of an educational phase to the training. Three treatment groups received either the educational phase only, the skills phase only, or both. These were compared with a no-treatment control group. The education-only group was the only group to improve significantly on self-reported anxiety measured before giving a public speech. The education-only and combination group improved on self-reported self-efficacy as a speaker. All groups improved on behavioral ratings of anxiety. Discussion focuses on the apparent potency of using an educational model in the treatment of anxiety. Future research is suggested for delineating the conditions under which education is a powerful ingredient.

scholarly journals Psychological Problems and Challenge In EFL Speaking Classroom

2017 ◽  
Vol 10 (1) ◽  
pp. 29
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Public Speaking ◽  
Self Esteem ◽  
Psychological Problems ◽  
Speech Anxiety ◽  
Classroom Activities ◽  
Self Confidence ◽  
Learning Attitudes ◽  
Poor Understanding ◽  
Teachers And Students ◽  
English Speaking

Psychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.   

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