Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-26T14:53:00.375Z Has data issue: false hasContentIssue false
  • English
  • Français

Reducing high levels of communication apprehension among primary schoolstudents: Can teachers make a difference?

Published online by Cambridge University Press:  12 February 2016

Margaret-Anne Carter  and
Brian Hansford
Margaret-Anne Carter
Affiliation:
Brisbane Catholic Education Centre
Brian Hansford
Affiliation:
School of Professional Studies, Queensland University of Technology
Get access

Abstract

This study, conducted over a 20 week period, focused on a group of primary school teachers as they implemented a variety of intervention actions, within their class programs, directed towards supporting the reduction of high levels of communication apprehension (CA) among students. Six teachers and nine students, located across three primary schools, six class groups, and four year levels, participated in the study.

An action research paradigm incorporating a series of case studies was used to describe each teacher's journey as he/she responded to the diverse needs of individual students with high CA levels. The principal data collection methods used in this study included the Personal Report of Communication Fear (PRCF) scale, semistructured interviews, and dialogue journaling. The PRCF scale was used as a screening tool to identify students experiencing high levels of CA.

Semistructured interviews, conducted by the researcher at the beginning and conclusion of the action research process, provided valuable information relevant to each student. Dialogue journaling was the medium by which teachers engaged in written discourse with the researcher, discussing the growth, development, and progress of individual students. Entries in dialogue journals comprised a significant component of each teacher's case study.

Six case studies document the teacher's action research journey. These case studies recount the teacher's perceptions of their endeavours to minimise the problems that arise with primary school students experiencing high CA levels. In particular, they highlight the fact that teachers are faced with diverse problems and plan to resolve these in different ways.

Type
Field Reports
Information
Journal of Psychologists and Counsellors in Schools , Volume 9 , Issue 2 , November 1999 , pp. 129 - 146
Copyright
Copyright © Cambridge University Press 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, J. (1981). Thinking, Changing, Rearranging: Improving self-esteem in young people. Oregon: Timberline Press.Google Scholar
Anderson, J. (1987). Pumsy in pursuit of excellence. Oregon: Timberline Press.Google Scholar
Booth-Butterfield, M. (1986). Stifle or stimulate? The effects of communication task structure on apprehensive and non-apprehensive students. Communication Education, 35, 337–348.CrossRefGoogle Scholar
Booth-Butterfield, S., & Cottone, R. (1991). Ethical issues in the treatment of communication apprehension and avoidance. Communication Education, 40, 172–179.CrossRefGoogle Scholar
Borba, M. (1989). Esteem builders. A K-8 self-esteem curriculum for improving student achievement, behavior and school climate. California: Jalmar Press.Google Scholar
Bourhis, J., & Allen, M. (1992). Metaanalysis of the relationship between communication apprehension and cognitive performance. Communication Education, 44, 68–76.CrossRefGoogle Scholar
Chesebro, J., McCroskey, J., Atwater, D., Bahrenfuss, R., Cawelti, G., Gaudino, J., & Hodges, H. (1992). Communication apprehension and self perceived communication competence of at-risk students. Communication Education, 41, 345–360.CrossRefGoogle Scholar
Coopersmith, S. (1981). Coopersmith self-esteem inventory. Palo Alto, California: Consulting Psychologists Press.Google Scholar
Covey, S. (1990). The seven habits of highly effective people. A video-based leadership development course. Utah: Covey Leadership Center.Google Scholar
Crocker, W., Klopf, D., & Cambra, R. (1978). Communication apprehension and its educational implications: Some initial Australian data. Australian Journal of Education, 23 (3), 262–269.CrossRefGoogle Scholar
Daly, J., & McCroskey, J. (Eds.). (1984). Avoiding communication: Shyness reticence and communication apprehension. Beverly Hills, California: Sage Publications.Google Scholar
Hansford, B. (1988). Teachers and classroom communication. Sydney: Harcourt Brace Jovanovich, Publishers.Google Scholar
Hansford, B., & Hattie, J. (1989). Perceptions of communicator style and educational environments. Australian Journal of Education, 33 (1), 53–67.CrossRefGoogle Scholar
Hurt, H., & Preiss, R. (1978). Silence isn't necessarily golden. Human Communication Research, 4, 315–328.CrossRefGoogle Scholar
Kelly, L. (1982). Arose by any other name is still a rose - A comparative analysis of reticence, communication apprehension, unwillingness to communicate and, shyness. Human Communication Research, 8 (2), 99–113.CrossRefGoogle Scholar
Kemmis, S., & McTaggart, R. (Eds.). (1988a). The action research planner (3rd ed.). Victoria: Deakin University Press.Google Scholar
Klopf, D., & Cambra, R. (1979). Communication apprehension among college students in America, Australia, Japan, and Korea. Journal of Psychology, 102, 27–31.CrossRefGoogle Scholar
Knaus, W. (1986). Rational emotive education. A manual for elementary school teachers. New York: Institute for Rational - Emotive Therapy.Google Scholar
Lions Club International., & Quest International. (1988). Skills for adolescents. Granville, Ohio: Quest International.Google Scholar
McCroskey, J. (1976). The problems of communication apprehension in the classroom. Paper prepared for presentation at the Annual Convention of the Communication Association of the Pacific, Kobe, Japan.Google Scholar
McCroskey, J. (1977). Oral communication apprehension: A summary of recent theory and research. Human Communication Research, 4, 78–89.CrossRefGoogle Scholar
McCroskey, J. (1980). On communication competence and communication apprehension - A response to Page. Communication Education, 29, 109–111.CrossRefGoogle Scholar
McCroskey, J. (1982). Oral communication apprehension: A reconceptualization. In Burgoon, M. (Ed.), Communication Yearbook, 6 (pp. 136–170). Beverley Hills, California: Sage Publications.Google Scholar
McCroskey, J. (1984). Self report measurement. In Daly, J. & McCoskey, J. (Eds.), Avoiding communication shyness, reticence and communication apprehension (pp. 81–94). Beverly Hills, California: Sage Publications.Google Scholar
McCroskey, J., & Andersen, J. (1976). The relationship between communication apprehension and academic achievement among college students. Human Communication Research, 3, 73–81.CrossRefGoogle Scholar
McCroskey, J., Andersen, J., Richmond, V., & Wheeless, L. (1981). Communication apprehension of elementary and secondary students and teachers. Communication Education, 30, 122–132.CrossRefGoogle Scholar
McCroskey, J., Booth-Butterfield, S., & Payne, S. (1989). The impact of communication apprehension on college student retention and success. Communication Quarterly, 37, 100–107.Google Scholar
McCroskey, J., Daly, J., & Sorensen, G. (1976). Personality correlates of communication apprehension. Human Communication Research, 2, 376–380.CrossRefGoogle Scholar
McCroskey, J., & Richmond, V. (1991). Quiet children and the classroom teacher (2nd ed.). Indiana: Indiana University.Google Scholar
Monroe, C., Borzi, M., & Burrell, R. (1992). Communication apprehension among high school dropouts. The School Counsellor, 39 (4), 273–280.Google Scholar
Watson, A., & Dodd, C. (1984). Alleviating communication apprehension through rational emotive therapy. A comparative evaluation. Communication Education, 33, 257–266.CrossRefGoogle Scholar