Stifle or Stimulate? The Effects of Communication Task Structure on Apprehensive and Non-Apprehensive Students.

Booth-Butterfield, Melanie

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Peer reviewed

ERIC Number: EJ342303

Record Type: Journal

Publication Date: 1986

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Stifle or Stimulate? The Effects of Communication Task Structure on Apprehensive and Non-Apprehensive Students.

Booth-Butterfield, Melanie

Communication Education, v35 n4 p337-47 Oct 1986

Reviews aspects of the educational environment that impact on apprehensive students; examines the influence of task structure on student performance; and suggests ways structure can be used effectively to enhance communication competence among students at various need levels, specifically those with high or low communication apprehension. (JD)

Descriptors: Behavior Disorders, Behavior Patterns, Behavior Rating Scales, Behavior Theories, Communication Apprehension, Communication Problems, Communication Research, Communication Skills, Higher Education, Performance, Skill Analysis, Verbal Communication

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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