A longitudinal study of college students’ communication competence

Rubin, Rebecca B.; Graham, Elizabeth E.; Mignerey, James T.

doi:10.1080/03634529009378783

Cited by 98 publications

(50 citation statements)

References 18 publications

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“…All reviewers made a comment to this effect, during or at the conclusion of the videotaped presentation evaluation sessions; and/or 4. The Athletes for Outreach program study may be similar to findings of the Rubin, Graham, and Mignerey (1990) study of college students' communication competence, in that significant skill improvement may be latent (e.g., significant improvement may not be recognized for one to two years after instruction).…”

Section: Findings and Conclusionsupporting

confidence: 52%

“…Several statistically significant positive correlations however were found between communication competence and the number of speeches given with respect to both individual competencies and the overall performance score on the "Competent Speaker" Form. Rubin, Graham, and Mignerey (1990) noted that the environment, education, experiences, communication partners, and perceived expectations of the situation can all affect perceptions of communication competence. While recruitment was the goal of the training presentations, the demonstration presentations were often not focused or goal oriented.…”

Section: Findings and Conclusionmentioning

confidence: 99%

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Effects of the Special Olympics of Texasathletes for outreachprogram on communication competence among individuals with mental retardation

Lord

Lord²

2000

Communication Education

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Section: Findings and Conclusionsupporting

confidence: 52%

Section: Findings and Conclusionmentioning

confidence: 99%

Effects of the Special Olympics of Texasathletes for outreachprogram on communication competence among individuals with mental retardation

Lord

Lord²

2000

Communication Education

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“…The PRCA-24 was designed to assess feelings about communicating in four contexts (six questions per context): group discussion, meetings, dyad, and public speaking. These four contexts have been consistently reported as being extracted as four distinct dimensions in US samples (Ayers, 1988;Richmond & McCroskey, 1995;Rubin, Graham, & Mignerey, 1990). Scores on the PRCA-24 can range from a minimum of 24 to a maximum of 120.…”

mentioning

confidence: 99%

Assessing the cross‐cultural content validity of the Personal Report of Communication Apprehension scale (PRCA‐24)

et al. 1998

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Despite its popularity in the USA, the most common communication apprehension (CA) measurement scale, the Personal Report of Communication Apprehension scale (PRCA‐24), has been used in just three studies in Japan. Further, validity analyses have not been reported for Japanese samples. This article attempts to analyze the content validity of the PRCA‐24 on Japanese college students. Results indicate that the PRCA‐24 may be of use in determining some, but not all, types of CA among Japanese students. Suggestions for future CA research in Japan are offered.

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Section: Methodsmentioning

confidence: 92%

“…Alpha reliability estimates for all 24 items range from 0.93 to 0.95 [14]. The instrument also demonstrates considerable stability across time; test-retest reliability coefficients greater than .80 have been reported [15].The Personal Report of CA-24 (24 items) is structured in four groups of statements each: Statements 1 to 6 are related to oral communication in groups; Statements 7 to 12 are related to oral communication in meetings (or classes); Statements 13 to 18 are related to oral communication in dyads (couples); and Statements 19 to 24 are related to oral communication in public speaking [11].Meanwhile, the level of English oral communication apprehensions of the teacher education students was based on the PRCA-24 results. The five responses were given numerical equivalents as: Strongly Agree (1); Agree (2); Undecided (3); Disagree (4); and Strongly Disagree (5).…”

mentioning

confidence: 90%

Relationship between Teacher Education Students’ Oral Communication Apprehensions in English and Their Academic Performance

Juan¹,

Lasaten²

2016

IJLLL

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Abstract-Using the descriptive-correlational research design, this study aimed to determine and analyze the correlation of the levels of oral communication apprehensions (CA) in English and academic performance of the teacher education students of Mariano Marcos State University, Laoag City, Philippines. The study used James McCroskey's Personal Report of Communication Apprehension (PRCA-24) to gather the needed data for the levels of CA. The general weighted average (GWA) of the respondents in subjects using English as medium of instruction were taken as data for their academic performance. Frequency counts, percentage, means, one-way analysis of variance (ANOVA), and t-test of difference between means of two independent samples were used to treat the data sets gathered. Findings show that the teacher education students have average levels of oral communication apprehensions in English in the different communication situations and that their academic performance has a mean described as Very Good. Additionally, the test of differences between the students' academic performance and their levels of oral CA indicate that for small group and public speaking situations, the grade averages have no significant differences, whether the students have low, average or high CA level in such situation. However, for classes, dyads and overall oral CA, the results indicate that those with low CA on those mentioned communication situations have significantly higher grade averages than their counterparts with average and high oral CA levels.Index Terms-Academic performance, English language, oral communication apprehensions, teacher education students. I. INTRODUCTIONEducation has been regarded as the groundwork for progress and development in an increasingly diverse, complex, and globalized society.Traditionally, the goal of schooling is to help students be prepared for full participation in society. However, the impact of globalization paves way for educational reforms that continually change and challenge the classrooms to be responsive to 21 st century education. With this, as the classrooms become globalized, critical elements of 21 st century education have to be integrated to the teaching-learning process in order to adequately prepare learners for their expected roles in society. Two of these elements include the use of the English language and effective communication. Both aim for global participation and competitiveness. Manuscript received February 20, 2016; revised June 15, 2016. The authors are with the Mariano Marcos State University, College of Teacher Education (MMSU CTE), Laoag City, 2900, Philippines (e-mail: mark,juan@ymail.com, ronaldcandylasaten@yahoo.com.ph).First, English language has been continuously promoted as a world-leading medium for communication that links parts of the world. The use of English language along various fields like that of business, travel, academics, and international politics has changed the ways in which people participate in society [1], [2]. Likewise, English is considered as th...

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A longitudinal study of college students’ communication competence

Cited by 98 publications

References 18 publications

Effects of the Special Olympics of Texasathletes for outreachprogram on communication competence among individuals with mental retardation

Effects of the Special Olympics of Texasathletes for outreachprogram on communication competence among individuals with mental retardation

Assessing the cross‐cultural content validity of the Personal Report of Communication Apprehension scale (PRCA‐24)

Relationship between Teacher Education Students’ Oral Communication Apprehensions in English and Their Academic Performance

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