• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.382-392
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• 2021

The goal of this study is to examine the impact of self-esteem, self-efficacy, and attributional disposition on communication apprehension in college students. The research problems were verified by correlation analysis and multivariate regression analysis. A questionnaire survey was conducted on 239 college students. The findings are as follows: First, the higher level group in the self-esteem and self-efficacy have lower communication apprehension scores than the lower level group. Particularly, it is found that self-confidence in self-efficacy variables has the greatest effect on communication apprehension. Second, college students with high internal attributional disposition tend to feel less communication apprehension, while college students with high other's attributional disposition and accidental attributional disposition tend to have higher communication apprehension. Third, as a result of examining the relative effects of self-esteem, self-efficacy, and attributional disposition on communication apprehension, self-efficacy is found to have the greatest effect.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.3-13
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• 2010

The purpose of this study was to investigate between learning styles and communication apprehension of Engineering students. Participants were 405 first-year Engineering cohort. Following were the results: First, 80 percent were classified as Reflective learners, 61 percent were classified as Sensing learners, 73.1 percent were classified as Visual learners, and 66.7 percent were classified as Global learners. Second, the result showed that there was a significant difference in learning style by gender. Most female learners were Reflective, while most male learners were Active. Lastly, the finding revealed that there were significant differences in communication apprehension on Perception and Processing dimension. Sensing students demonstrated higher level of communication apprehension than Intuitive students and Reflective students shown higher level of communication apprehension than Active students. For the program developing Engineering students' communication skills, implications for reducing students' communication apprehension based on the type of learning styles were discussed.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.174-182
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• 2000

In this study, the effects of grouping by communication apprehension level in cooperative learning strategy applied to general science class and the difference between high and low communication apprehension levels were investigated. Three classes (N=112) were randomly assigned to two cooperative and one traditional learning groups. Students in two cooperative learning classes were grouped into homogeneous and heterogeneous groups with respect to their communication apprehension levels based on the test score of students' communication apprehension. After the instructions concerning the matter for 11 class hours, achievement, self-esteem, motivation to learn science. and student's perception to lack about communication ability and expectation about receiving help in cooperative learning processes were examined. Two-way ANOVA results revealed that there were no main and interactive effects in the scores of the achievement test. However, significant main effect of the treatment was found in the scores of the relevance and the satisfaction among four motivation sub-categories. In post-hoc comparison, the scores of the heterogeneous group were found to be significantly higher than those of the control group. For expectation about receiving help in cooperative learning processes, the scores of the heterogeneous group were significantly higher than those of the homogeneous group. Students in high communication apprehension level had significantly lower self-esteem and more perception to lack about communication ability than students in low level.

• Education of Primary School Mathematics
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• v.17 no.1
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• pp.41-56
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• 2014

The purpose of this study was to investigate how Storytelling in Mathematics Instruction effects students' mathematical communication apprehension. In order to do this, I selected two grade six classes with no significant difference on the Communication Apprehension(CA) test. I applied normal story telling and digital story telling to each of the classes for ten weeks then analyzed the effects through the post CA test. As a result, for Normal Storytelling Class (NSC), there was no meaningful difference in the ex ante and ex post CA test results. However, for Digital Storytelling Class (DSC), there was a meaningful difference in regards to the communication apprehension subgroup. Also, between the two NSC and DSC groups' post CA results, there was a meaningful difference in mathematics lesson and subgroup factors. Consequently, these results suggest the appliance of Digital Storytelling helps lower CA in $6^{th}$ graders participation in math class and subgroup.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.2
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• pp.437-448
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• 2022

The impact of supervisory communication apprehension (SCA) on subordinates' job performance was investigated in this study. We also examined the impact of task-related uncertainty in mediating the relationship between SCA and subordinate work performance, as well as the role of information-seeking behavior in moderating the relationship between task-related uncertainty and subordinate job performance. A sample of subordinates and their supervisors from public and private sector enterprises in Pakistan were used in the study. The concept of communication apprehension is not limited to a single organization or industry, and the conditions suggest that apprehensive supervisors are likely to exist in different organizations and industries in Pakistan, including banks, telecommunications, and development sector organizations. Company directors and leaders of human resources departments were contacted to reach out to possible respondents. SmartPLS software was used to evaluate the data using a structural equation modeling technique which is commonly used in explanatory studies (Atta et al., 2021). We found evidence to support ideas predicting the association between SCA and subordinate job performance, as well as the mediating role of task-related ambiguity in the relationship. Furthermore, the findings show that information-seeking activity has a moderating effect on the link between task-related ambiguity and subordinate job performance. This is one of the first studies to look at major mediating and moderating mechanisms in the link between SCA and subordinate job performance.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.103-114
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• 2002

Language plays a central role in everyday communication activities. Therefore, an individual need to be able to use language to communicate with confidence and without fear. One of the major fears that people have is the fear of communication. This fear is most of the time due to a lack of confidence in communicating in a particular language or due to poor proficiency in the language. In some cases it can also be due to attitudinal problems. In the context of teaching and learning English as a second or foreign language, students can have a great fear of using English with confidence. This fear can be an acute one and thus students may avoid using English to communicate. However, non native speakers of English need to be highly competent in the use of the English language for a variety of communicative purposes particularly in meeting the challenges of globalisation and that of the digital age. This article presents some insights on language apprehension found among communication undergraduates who are non native speakers of English.

• Journal of the Korean Chemical Society
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• v.51 no.6
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• pp.569-576
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• 2007

In this study, the effect of grouping by communication apprehension level in paired think-aloud problem solving was examined. Three classes of 9th graders (N=99) were randomly assigned to a control group, homogeneous group or heterogeneous group based on the test scores of their communication apprehension. After the instructions concerning ‘writing balanced chemical equation', ‘the law of conservation of mass', and ‘the law of definite proportions' for 7 class hours, students' chemistry problem solving ability and the perception to the paired think-aloud problem solving were examined. Two-way ANOVA results revealed that there was an interactive effect in the score of chemistry problem solving ability test. In simple effect test for the students of low communication apprehension, the scores of the heterogeneous group were found to be significantly higher than those of the control group. However, the students in homogeneous group had relatively positive perceptions to the paired think-aloud problem solving.

• Journal of Digital Contents Society
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• v.19 no.4
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• pp.661-671
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• 2018

The avoidance tendency of voice call in younger generation facilitates the growth of mobile O2O service that utilizes Messaging. This study adopted and elaborated original concepts of telephone apprehension to apply phone anxiety to O2O. We examined previous researches related to the ubiquity of service quality, communication ability and anxiety, and then conducted a survey to understand the consciousness of mobile O2O service users. The results show that users with high message intimacy and users with poor logicality are afraid of voice calls. The mobile O2O service is considered useful as a means to replace an unstable situation. In this study, we considered individual characteristics of acceptance factor of O2O mobile service technology, and it was a new attempt to expand telephone apprehension characteristic reflecting current situation. In addition, the different results of this research from prior studies that examined the relationships among apprehension, usefulness, and continuous use intentions might be helpful to expand and sophisticate the research area.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.250-261
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• 2000

In this study, a concept learning strategy emphasizing social consensus during discussion (SCS) was developed. The instructional effects of this strategy were compared with those of cognitive conflict strategy (CCS) and traditional instruction in the aspects of students' achievement, conceptions, communication apprehension, perceptions of science learning environment, and perceptions of small group discussion. There were no significant differences in the scores of an achievement test. For the students of low communication competency, however, the scores of the CCS group were significantly higher than those of the traditional group. The adjusted mean of the SCS group was higher than those of the other groups in a conceptions test. The social consensus strategy was also found to be more effective in learning concept for those who were more competent in communicating. No significant differences were found in the communication apprehension. The scores of three groups did not differ significantly in the subcategories of 'personal relevance' and 'students' negotiation' of the test of the perceptions of science learning environment. However, the students in the SCS group scored higher in 'participation'. The students in the SCS group perceived small group discussions more positively.

• Journal of Engineering Education Research
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• v.8 no.2
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• pp.24-34
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• 2005

The purpose of this study was to investigate 1) learner's satisfaction and perception on PBL 2) the relationship between learning styles and PBL preferences 3) the effects of decreasing communication apprehension through PBL. The results were as follows: 1) the students were satisfied with PBL and perceived positively on PBL 2) the students with high participative or cooperative learning styles were satisfied with PBL and perceived more positively on PBL, but those who had avoidant or dependent learning styles didn't perceive positively on PBL 3) the degree of communication apprehension in meeting was decreased significantly. We expect this research to be foundation in instructional design of PBL with individual differences