Fear of Negative Evaluation and Communication Apprehension: The Moderating Role of Communicative Competence and Extraversion Personality Trait in Pakistani Academia
| Autor: | Tahira Jibeen, Mudassar Mahmood Ahmad, Mirza Muhammad Zubair Baig |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Communicative competence
050103 clinical psychology Extraversion and introversion media_common.quotation_subject 05 social sciences Experimental and Cognitive Psychology Communication apprehension Fear of negative evaluation Eysenck Personality Questionnaire 030227 psychiatry 03 medical and health sciences Clinical Psychology 0302 clinical medicine Personality 0501 psychology and cognitive sciences Big Five personality traits Psychology Competence (human resources) Social psychology media_common |
| Zdroj: | Journal of Rational-Emotive & Cognitive-Behavior Therapy. 37:185-201 |
| ISSN: | 1573-6563 0894-9085 |
| Popis: | This study examines the moderating role of communicative competence and extraversion personality traits on the relationship between fear of negative evaluation and communication apprehension in Pakistani academics teaching in their second (English) language. One hundred and twenty academics (aged 25–60) completed a demographic information sheet, the Brief Fear of Negative Evaluation Questionnaire (BFNE-11) (Leary in Pers Soc Psychol Bull 9:371–376, 1983), the Personal Report of Communication Apprehension (PRCA-24) (McCroskey in An introduction to rhetorical communication, Prentice-Hall, Englewood Cliffs, 1982), the Self-Perceived Communication Competence Scale (SPCC) (McCroskey and McCroskey in Commun Res Rep 5(2):108–113, 1988) and the Eysenck Personality Questionnaire Revised-Short Form (EPQRS-R) (1985). A sequence of moderated regression analyses showed that communicative competence significantly moderated the relationship between fear of negative evaluation and communication apprehension. The findings have implications for instructors, campus counselors and researchers and academic policy makers wishing to identify factors that may help academics cross communicative barriers, enrich the learning experience and enhance positive psychological functioning. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full text from SpringerLink