Document Type

Undergraduate Thesis

Publication Date

2016

Journal

Undergraduate Honours Theses

Abstract

Previous research has demonstrated that video feedback through video self-modelling effectively improves public speaking performance; however, results have been inconclusive with respect to its effectiveness in decreasing public speaking anxiety. The present study investigated the effects of video feedback on public speaking anxiety by implementing a video self-modelling technique in a sample of university students with public speaking anxiety. Students with upcoming presentations in their university-level courses were recruited to participate. They completed an online questionnaire measuring state and trait public speaking anxiety and were filmed performing a practice version of their upcoming presentation. Participants were randomly assigned to an experimental condition, in which they were provided with and were instructed to watch their video prior to their class presentation or a control condition in which they were not provided with a copy of their presentation to watch. After their live presentations in class, participants filled out a final online questionnaire measuring state and trait public speaking anxiety. It was hypothesized that all participants would experience a decrease in state and trait public speaking anxiety from pre-intervention to post-intervention with the experimental participants experiencing a significant decrease in state and trait anxiety compared to the control participants. Results showed that all participants experienced a decrease in state public speaking anxiety from pre-intervention to post-intervention; however no other findings were statistically significant. Possible mechanisms, limitations, and future directions for these findings are discussed. Thesis Keywords: Video feedback, video self-modelling, public speaking anxiety, public speaking


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