Cognitive Representation Efficiency of Information and Cognitive Emotion Regulation Strategies and their Relation to Public Speaking Anxiety to Faculty of Education Female Students

Document Type : Original Article

Author

Faculty of Education, Mansoura University

Abstract

The present study aimed at detecting the relationship between public speaking anxiety and both cognitive representation efficiency of information and cognitive emotion regulation strategies. Also, it uncovers the role of cognitive representation efficiency of information and cognitive emotion regulation strategies in influencing public speaking anxiety. In addition to, it determining the difference in public speaking anxiety with different specialization. The study sample included (107) female student in the fourth year of the Faculty of Education. The three questionnaires cognitive representation efficiency of information, cognitive emotion regulation strategies and public speaking anxiety (prepared by the current researcher) were applied on the current sample. Using t- test, Person correlation coefficient, partial correlation coefficient and multiple regression, the study reached:
1) There are no significant differences in the average dimensions of public speaking anxiety and its overall degree due to the influence of specialization.
2) There are negative statistically significant relationships between cognitive representation efficiency of information and public speaking anxiety.
3) There are positive statistically significant relationships between some cognitive emotion regulation strategies (Self-blame, Rumination, Catastrophizing, Blaming others) and public speaking anxiety. While there are no statistically significant correlations between the rest of cognitive emotion regulation strategies and public speaking anxiety.
4) Public speaking anxiety can be predicted through cognitive representation efficiency of information and cognitive emotion regulation strategy (Self-blame).

Keywords

Main Subjects

References

Adkins, S. (2006). The relations of self-regulated learning to public speaking anxiety and achievement. Doctoral Dissertation, University of Houston.
Ahghar, G. (2014). Effects of teaching problem solving skills on students social anxiety. International Journal of Education and Applied Sciences, 1(2), 108-112.
Al Badareen, G. (2016). Cognitive emotion regulation strategies as predictors of academic achievement among university students.  Journal of Educational and Psychological Studies, 10(4), 680-686.
Aldao, A. & Nolen-Hoeksema, S. (2010). Specificity of cognitive emotion regulation strategies: A transdiagnostic examination. Behaviour Research and Therapy, 48 , 974-983.
Anderson, R. (1991). The adaptive nature of human categorization. Psychological Review, 98(3) , 409-429.
Aydin, Y.  & Emmioglu, E. (2008). High school students’ emotions and emotional regulation during test taking. presentation at Emerging Researchers' Conference,  Ankara, Turkey.
Bartholomay, E. & Houlihan, D. (2016). Public speaking anxiety scale: Preliminary psychometric data and scale validation. Personality and Individual Differences Journal, 94, 211–215.
Blume, D., Dreher, F. & Baldwin, T. (2010). Examining the effects of communication apprehension within assessment centers. Journal of Occupational and Organizational Psychology, 83, 663–671.
Bragg, J. (2017). Communication apprehension among community college students: A phenomenology. Doctoral Dissertation, East Tennessee State University.
Brember, I., Brown, M. & Ralph, S. (2002). Gender-related causes of stress in trainee teachers on teaching practice in the school of education. Westminster Studies in Education, 25(2), 175-186.
Diedrich, A.,  Hofmann, S., Cuijpers, P. & Berking, M. (2016). Self-compassion enhances the efficacy of explicit cognitive reappraisal as an emotion regulation strategy in individuals with major depressive disorder. Behaviour Research and Therapy,82, 1-10.
Furmark,T.(2002). Social phobia: Overview of community surveys. Acta Psychiatric Scandinavica, 105 , 84 – 93.
Gaibani, A. (2014). Determining the role of English language competence in influencing the public speaking anxiety of international post graduate students at the University of Utara, Malaysia. International Journal of Learning & Development, 4(2), 111-119.
Gareth, M., Philip, Q., Jakke, T. & Alexandra, C. (2008).The nature of phoneme representation in spoken word recognition. Journal of Experimental Psychology, 137(2), 282-302.
Garnefski, N. & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual Differences,  40 , 1659–1669 .
Garnefski, N. & Kraaij, V. (2007).The cognitive emotion regulation questionnaire: Psychometric features and prospective relationships with depression and anxiety in adults. European Journal of Psychological Assessment, 23(3),141–149.
Garnefski, N., Kraaij, V. & Spinhoven, P. (2001). Negative Life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30 , 1311-1327.
Garnefski, N., Legerstee, J., Kraaij, V., Kommer, T., & Teerds, J. (2002). Cognitive coping strategies and symptoms of depression and anxiety: a comparison between adolescents and adults. Journal of Adolescence, 25 , 603-611.
Garnefski, N., Koopman, H., Kraaij, V. & Cate, T. (2009). Brief report: Cognitive emotion regulation strategies and psychological adjustment in adolescents with a chronic disease. Journal of Adolescence, 32, 449-454.
Hasibua, A. & Irzawat, I. (2019). Students’ speaking anxiety on their speaking performance: A study of EFL learners. Education and Humanities Research, 394 , 101-106.
Hofmann, S., Ehlers, A. & Roth, W. (1995). Conditioning theory: A model for the etiology of public speaking anxiety?. Behaviour Research and Therapy, 33(5), 567–571.
Huda, N. (2018). Speaking anxiety in the presentation of EFL students: A descriptive study at English department of UIN Walisongo Semarang in the academic year of 2017/2018. Thesis Submitted in Partial Fulfillment of the Requirement for Gaining The Bachelor Degree of English Language Education, Walisongo State Islamic University.
Isnaini, N. (2018). An analysis of students' speaking anxiety students of English foreign language (EFL) at the fifth semester English of UIN Raden Intan Lampung academic year 2018/2019. A Thesis Submitted in Partial Fulfillment of Requirements for S-1 Degree, Faculty State Islamic University of Raden Intan Lampung.
Johnson, H. (2012). The effect of a high school speech course on public speaking anxiety for students in a college-level public speaking class. Doctoral Dissertation. Trevecca Nazarene University.
Kamel, O. (2018). The relationship between adaptive / maladaptive cognitive emotion regulation strategies and cognitive test anxiety among university students. International Journal of Psycho-Educational Sciences, 7 , 100-105.
Kumke, J. (2008). The adolescent test anxiety scale: Initial scale development and construct validation. Doctoral Dissertation, University of Wisconsin-          Madison.
Lee, Y. (2014). Study on the classification of speech anxiety using Q-methodology analysis. Advances in Journalism and Communication, 2 , 69-83.
Lehto, R. (2004). Worry and cognitive representations of illness in cancer. Doctoral Dissertation, University of Michigan.
Liu,  M. (2007). Anxiety in oral English classrooms: A case study in China. Indonesian Journal of English Language Teaching, 3(1), 119-137.
Mahoney, A., Dalby, J. & King, M. (1998). Cognitive failures and stress. Psychological Reports, 82 , 1432-1434.
Mak, B. (2011). An exploration of speaking in class anxiety with Chinese ESL learners. System, 39(2), 202–214.
Martin, R. & Dahlen, E. (2005). Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Personality and Individual Differences, 39 , 1249-1260.
Matthews, G., Coyle, K. & Craig, A. (1990). Multiple factors of cognitive failure and their relationship with stress vulnerability. Journal of Psychopathology and Behavioral Assessment, 12(1), 49-65.
McCroskey, C. (2008). Communication apprehension: What have we learned in the last four decades?. Human Communication, 12(2), 157-171.
McCroskey,  C. (2013). Personal Report of Public Speaking Anxiety (PRPSA) . Measurement Instrument Database for the Social Science.
Medin, L. & Ross, H. (1997). Cognitive Psychology (2 ed.) New York, Harcourt, Br.
Min, J., Yu, J., Lee, C. & Chae, J. (2013). Cognitive emotion regulation strategies contributing to resilience in patients with depression and/or anxiety disorders. Comprehensive Psychiatry,  54 , 1190–1197 .
O'Driscoll, C., Laing, J. & Mason, O. (2014). Cognitive emotion regulation strategies, alexithymia and dissociation in schizophrenia, a review and meta-analysis. Clinical Psychology Review, 34, 482–495.
Omran, M. (2011). Relationships between cognitive emotion regulation strategies with depression and anxiety. Open Journal of Psychiatry, 1(3), 106-109.
Park, C. & Yoo, S. (2016). Meaning in life and its relationships with intrinsic religiosity, deliberate rumination, and emotional regulation. Asian Journal of Social Psychology, 19 , 325–335.
Perte, A. & Miclea, M. (2011). The standardization of the cognitive emotion regulation strategies questionnaire on Romanian population. Cognition, Brain, Behavior, An Interdisciplinary Journal, XV (1), 111- 130.
Petry, A. (2016). Communication apprehension affects performance. Master Dissertation, College of Arts & Sciences of John Carroll University.
Raja, F. (2017). Anxiety level in students of public speaking: Causes and remedies. Journal of Education and Educational Development, 4(1), 94-110.
Reya, L., Netob, F. & Extremera, N. (2020). Cyberbullying victimization and somatic complaints: A prospective examination of cognitive emotion regulation strategies as mediators. International Journal of Clinical and Health Psychology, 20, 135-139.
Simadi, F. & Gazan, A. (2019). Social phobia among Jordanians university students. Human and Social Sciences, 46(1), 301-310.
Soltani, E., Hosseini, Z. & Naghizadeh, P. (2018). Relationship between experiential avoidance and cognitive fusion to social interaction anxiety in students. Shiraz E-Medical Journal, 19(6), 462-496.
Soohinda, G. (2016). Social phobia among school students: Prevalence, demographic correlates and socio-academic impairment. Journal of Indian Association for Child & Adolescent Mental Health, 12(3), 211-229.
Sternberg, J. (1990). Metaphors of Mind: Conceptions of the Nature of Intelligence. Cambridge University Press, England.
Sun, T. (2008). Thinking Styles: Theory and Assessment at the Interface between Intelligence and Personality. New York: Cambridge University Press.
Tadjouri, A. (2016). An exploration into speaking anxiety and its effects in the EFL classrooms: The Case of second year Licence students at Abu Bekr Belkaid University of Tlemcen. Master Dissertation, Abou Bekr Belkaid University-Tlemcen.
Tillfors, M. & Furmark, T. (2007). Social phobia in Swedish university students: Prevalence, subgroups and avoidant behavior. Social Psychiatry and Psychiatric Epidemiology, 42(1), 79-86.
Vitthal. G. (2010). Techniques for developing speaking skills and fluency. The Journal of Soft Skills, 1(2), 6-17.
Woodrow, L. (2006). Anxiety and speaking English as a second language. Regional Language Centre Journal, 37(3), 308–328.
Yaikhong, K. & Usaha, S. (2012). A measure of EFL public speaking class anxiety: Scale development and preliminary validation and reliability. English language teaching, 5(12), 23-35.
Zlomke, K. & Hahn, K. (2010). Cognitive emotion regulation strategies: Gender differences and associations to worry. Personality and Individual Differences, 48 , 408–413.

Files

Share

How to cite

Statistics