Meta‐analysis of the relationship between communication apprehension and cognitive performance

Abstract

Although numerous studies have examined the relationship between communication apprehension (CA) and cognitive performance (e.g., IQ grade point averages, course grades, assignment grades, and test scores), the findings are equivocal. One area of findings suggests that students in the traditional educational environment experiencing high CA are at a distinct disadvantage when compared to their low or moderate counterparts. A second area of findings suggests that no significant relationship exists. A third area indicates that the nature of the instructional environment is a significant mediating variable that moderates the effects of CA on cognitive performance. In the present study, a meta‐analysis was conducted of 23 manuscripts containing information on 30 experiments that examined CA and cognitive performance. Results confirmed a statistically significant negative correlation between CA and cognitive performance. Implications for future research and classroom instruction are discussed.