Communication apprehension and self‐perceived communication competence of academically gifted students

Abstract

The purpose of this study was to test Chesebro et al.'s (1992) conjecture—based on research with at‐risk students—that students highly apprehensive in speaking in dyads and groups, and who perceive themselves as lacking competence in speaking to strangers and acquaintances, do not fare well academically. A group of academically successful students was used. It was expected that the areas identified by Chesebro et al. as associated with low academic achievement for at‐risk students would be associated with high academic achievement for students identified as academically talented. Findings are mostly supportive. Specifically, whereas at‐risk students were most apprehensive about speaking in groups, the academically talented students were least apprehensive; also, whereas at‐risk students perceived themselves least competent in speaking to strangers, the academically talented students perceived themselves most competent. Taken together, results of the present investigation and of the Chesebro et al. study point to what might be the key communication variables affecting academic success: apprehension about speaking in groups, and self‐perceived competency in speaking to strangers.