Communication apprehension and learning style preference: Correlations and implications for teaching

Abstract

This study examined the relationship between communication apprehension (CA) and learning style preference in order to describe the learning style needs of high communication apprehensives (HCAs). When the participants (N = 436) were separated by sex, results indicated that trait and context CA are significantly correlated with learning style preference for women, but not for men. HCA women prefer the Hands‐on Experimenter and the Analytical Evaluator learning styles. Low communication apprehensive (LCA) women prefer the Innovative Explorer learning style. CA is not correlated with age, sex, or self reported grade‐point average (GPA), but learning style preference is correlated with GPA and sex. Instructional implications are discussed.

Keywords:

• communication apprehension
• learning style preference
• grade‐point average
• college students
• retention
• speech anxiety
• basic speech course