발표 불안 행동 지표에 관한 탐색적 연구 - 중학생의 온라인 발표 수행을 중심으로 -
An Exploratory Study of Speech Anxiety Behavioral Indicators: Focusing on Online Speech Performance of Middle School Students.
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This study aimed to explore an observer-rated behavioral indicator for measuring speakers’ speech anxiety in online speech and to statistically test the explanatory power of the behavioral indicator. We assessed speech anxiety behaviors in middle school students and statistically correlated them with speakers’ self-reported speech anxiety and speech performance scores provided by external raters. This analysis yielded several significant findings. First, after controlling for speech duration, a partial correlation was found between observed speech anxiety behaviors and self-reported anxiety, particularly in “too soft,” “speech blocks,” and “lack of appropriate gestures.” Second, correlations between observed speech anxiety behaviors and speech performance scores were examined, and speech performance time was controlled. Three behaviors showed significant and marginal inverse correlations: “too soft,” “speech blocks,” and “vocalized pauses.” Third, regression analysis was conducted to assess the explanatory power of observed speech anxiety on speech performance quality. Results showed that the three observed speech anxiety behaviors were significantly more explanatory than self-reported anxiety. Finally, the relationships between self-reported speech anxiety, observed speech anxiety, and speech performance scores were explored. The mediation model from self-reported anxiety to observed anxiety and speech performance scores constituted the full mediation model.
Abstract
This study aimed to explore an observer-rated behavioral indicator for measuring speakers’ speech anxiety in online speech and to statistically test the explanatory power of the behavioral indicator. We assessed speech anxiety behaviors in middle school students and statistically correlated them with speakers’ self-reported speech anxiety and speech performance scores provided by external raters. This analysis yielded several significant findings. First, after controlling for speech duration, a partial correlation was found between observed speech anxiety behaviors and self-reported anxiety, particularly in “too soft,” “speech blocks,” and “lack of appropriate gestures.” Second, correlations between observed speech anxiety behaviors and speech performance scores were examined, and speech performance time was controlled. Three behaviors showed significant and marginal inverse correlations: “too soft,” “speech blocks,” and “vocalized pauses.” Third, regression analysis was conducted to assess the explanatory power of observed speech anxiety on speech performance quality. Results showed that the three observed speech anxiety behaviors were significantly more explanatory than self-reported anxiety. Finally, the relationships between self-reported speech anxiety, observed speech anxiety, and speech performance scores were explored. The mediation model from self-reported anxiety to observed anxiety and speech performance scores constituted the full mediation model.
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