Effects of instruction on communication apprehension and communication competence

In this study, we assessed how classroom instruction might result in changes in students' communication competence (CC) and communication apprehension (CA). Students enrolled in a basic communication class completed the Personal Report of Communication Apprehension (PRCA) and the Self-Perception of Communication Competence (SPCC) Scale at the beginning and end of a semester. Scores on the PRCA and SPCC negatively correlated with each other at Time 1 and Time 2. CC increased and CA decreased from Time 1 to Time 2. CC with strangers increased and CA in groups decreased from Time 1 to Time 2. High apprehensive and low competence students experienced greater changes in their respective PRCA and SPCC scores than did their counterparts. Students who completed the course and those who dropped out differed on dyadic SPCC and total PRCA. We discussed implications of the findings.