Glossophobia in postgraduate degrees. Online public speaking in times of Covid-19

Authors

DOI:

https://doi.org/10.31921/doxacom.n34a848

Keywords:

Glossophobia, fear, public speaking, social phobia, rhetoric communication, covid-19

Abstract

The research focuses on the fear of public speaking, or glossophobia, of graduate students in Spain. The main objective is to evaluate the levels of glossophobia of this group, with special attention to online public speaking. COVID-19 has forced multiple academic activities to be carried out online, including TFM defenses. The article presents the results of a mixed research (qualitative-quantitative) on the student group carried out at the time of presentation of the TFM. Previously, fifteen experts validated the questionnaire. Cronbach's alpha coefficient was 0.82. The main conclusions include the need to introduce specific training in public speaking in the curriculum of postgraduate programs with special emphasis on online interactions. Glossophobia has been shown to be transversal and affects any type of student. This proposal is non-existent in Spain.

Downloads

Download data is not yet available.

Global Statistics ℹ️

Cumulative totals since publication
2902
Views
3930
Downloads
6832
Total
Downloads by format:
PDF (Spanish) 1361 PDF 197 EPUB (Spanish) 211 EPUB 222 HTML (Spanish) 1154 HTML 785

Author Biographies

  • Joaquín Marqués-Pascual, EAE Business School , Spain

    PhD in Communication (URL - awarded cum laude) recognized by ANECA, AQU & ACCUEE. Master’s in Political Analysis (UOC) and in Economic Journalism (UAB). Post-graduate diploma in Catalan Civil Law (UB). Law degree. Graduate in Political Science.  As a researcher, he has focused on the intersection between three disciplines: politics, communication, and legal regulation. He is the author of half a dozen books, collectively or alone, as well as numerous scientific papers in indexed journals. Lead researcher of the group COMM.RESEARCH-EAE. He is currently a Senior Lecturer at EAE Business School on topics related to its three areas of specialization: Communication, Political Science and Law. He has worked as a political and economic journalist for two decades. Furthermore, he has worked as a communication consultant in the fields of business and politics.

  • Miguel-Ángel Violán, EAE Business School, Spain

    He is currently doing his PhD in Communication at the UIC, where he works as Professor of Persuasive Communication in the degrees of Journalism, Audio-visual Communication, and Marketing & PR. He has directed the Master’s on Corporate Communication Management at the EAE Business School in Barcelona (UPC) for 12 years, as well as the roster of Spanish Professors in the Master on Communication Management at the PUCMM in Santo Domingo (Dominican Republic). He has a degree in Journalism (UAB), and Law (UB), and an MBA from ESADE Business School (URL) and was a Fulbright scholar on European Politics and Geostrategy in the Salzburg Global Seminar (Austria). He works as an expert public speaking coach for managers and public figures and does research into the genres of contemporary public speaking. His book “Pep Guardiola: The Philosophy that  Changed the Game”, on football and management, has been published  in 9 languages.

References

Abella, R.C. & Cutamora, J.C. (2019). Approach to public speaking skills development in an educational organization: a grounded theory. European Journal of education Studies, 6 (3), 232-264. http://dx.doi.org/10.5281/zenodo.3261608

Amies, P. L., Gelder, M. G. y Shaw, P. M. (1983). Social phobia: A comparative clinical study. British Journal of Psychiatry, 142 (2), 174-179. https://doi.org/10.1192/bjp.142.2.174

Bados, A. (2005). Miedo a hablar en público. Barcelona: Repositorio de la Universidad de Barcelona: https://bit.ly/3g1YI6v

Beardsley, R.S. (2001). Communication skills development in colleges of pharmacy. American Journal of Pharmaceutical Education, 65 (4), 307-314.

Bennet, A. & Bennet, D.H. (2007). The knowledge and knowing of spiritual learning. VINE, 37 (2), 150-168. https://doi.org/10.1108/03055720710759937

Berg Esenwein, J. & Carnagey, D. (1915). The art of public speaking. Springfield (Mass.): Home Correspondence School.

Byers, P. Y. & Weber, C. S. (1995). The timing of speech anxiety reduction treatments in the public speaking classroom. Southern Communication Journal, 60 (3), 246-256. DOI: 10.1080/10417949509372983.

Clance, P.R. (1985). The impostor phenomenon: When success makes you feel like a fake. Toronto: Bantam Books. ISBN: 9780553257304

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16 (3), 297‐334. https://doi.org/10.1007/BF02310555

El-Yamri, M., Romero-Hernandez, A., Gonzalez-Riojo, M. et al. (2019). Designing a VR game for public speaking based on speakers features: a case study. Smart Learning Environments, 6 (12). https://doi.org/10.1186/s40561-019-0094-1

Fernández, E. y Bermúdez J. (2000). El pesimismo defensivo y el síndrome del impostor: análisis de sus componentes afectivos y cognitivos. Revista de psicopatología y psicología clínica, 5 (2), 115-130

Finkelstein, D. (2017). Conquer Glossophobia: Help Students Overcome Their Fear of Public Speaking. En: Innovations in Teaching & Learning Conference Proceedings, Vol 9: Learning in a Digital World. https://doi.org/10.13021/G8ITLCP.9.2017.1806

Gadermann, A. M., Guhn, M., & Zumbo, B. D. (2012). Estimating ordinal reliability for Likerttype and ordinal item response data: A conceptual, empirical, and practical guide. Practical Assessment, Research & Evaluation, 17 (3), 1‐13

Galán Bravo, M. (2018). Método Bravo: La herramienta definitiva (y divertida) para hablar en público de forma brillante. Barcelona: Alienta. ISBN: 9788416928507

García López, L.J. (2000). Un estudio de la eficacia entre tres modalidades de tratamiento para la población adolescente con fobia social [tesis doctoral Universidad de Murcia]. Repositorio institucional consultable en: https://bit.ly/3fOtYFL

Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert‐type scales. Midwest Research to Practice Conference in Adult, Continuing, and Community Education. Columbus. Recuperado de: https://bit.ly/3cTPHKD

González Alonso J, Pazmino M. (2015). Cálculo e interpretación del Alfa de Cronbach para el caso de validación de la consistencia interna de un cuestionario, con dos posibles escalas tipo Likert. Publicando, 2 (1), 62–77. Recuperado de https://bit.ly/3wz4FNY

Hernández, H.A. & Pascual A.E. (2018). validación de un instrumento de investigación para el diseño de una metodología de autoevaluación del sistema de gestión ambiental. Revista de Investigación Agraria y Ambiental, 9 (1) 157-162

Iwu, CG, Promise Opute, A., Nchu, R., Abimbola Babatunde, A., Iwu, CH y Franklin Eze, I. (2020)

Los antecedentes de la Intención Empresarial de los Estudiantes Universitarios. El punto de vista de la teoría del comportamiento planificado. Harvard Deusto Business Research, 9 (2), 221-242. https://doi.org/10.48132/hdbr.305

Janet, P. (1903). Les obsessions et la psychastenie. Paris: F. Alcan

Lafuente Zorrilla, Á. (2019). Hablar en público. Cursos de verano de la UPV/EHU. Recuperado de https://bit.ly/3us20ni

Lucas, S. E. (2015). The art of public speaking. (12a. ed. en español). McGraw-Hill Education.

ISBN: 9780073523910. 1ª Ed. (1983). NY: Random House. ISBN: 0394329023.

Lusilla, P. (2014). Entrevista a la Dra. Lusilla sobre pánico escénico. Recuperado de https://bit.ly/3moxE2m

Marks, I.M. y Gelder, M.G. (1966). Different ages of onset in varieties of phobia. The American Journal of Psychiatry, 123 (2), 218-221. https://doi.org/10.1176/ajp.123.2.218

Moriyama I.M. (1968). Indicator of social change. Problems in the measurents of helth status. New York: Rusell Sage Foundation.

Miranda, H, (2020). Medo de falar em público: estudo piloto da glossofobia em contexto de alunos universitários. International Journal of Developmental and Educational Psychology INFAD Revista de Psicología, 1(1) 263-272

Nichols, K.A. (1974). Severe social anxiety. British Journal of Medical Psychology, 47, 301-306. https://doi.org/10.1111/j.2044-8341.1974.tb02294.x

Nikitina, A. (2011). Successsful Public Speaking. Telluride (Col. USA): Ventus. ISBN: 9788776819477

Pastor, B. (2018). Hablar bien en público con el Método Oratoga. Barcelona: Larousse. ISBN: 9788417273170

Pratiwi, T., Suratman, B., Riyanto, Y. & Arisgi, P. (2018). A Special Service of Guidance and Counseling Management to Reduce the Students’ Glossophobia Level. Advances in Social Science, Education and Humanities Research, vol. 212, 2nd International Conference on Education Innovation

Puigpelat, F. & Rubio, J. (2005). Com desbloquejar un orador. LSC– Llengua, societat i comunicació, 3, 3-9. https://bit.ly/2PYGyHE

Rata, L., Birnaz, N. & Nadejda, B. (2019). Ecological Approach to Learning and Communication: A Novel Model of Rhetoric Communication. En E. A. Railean. Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication. IGI Global (pp. 167-184). Hershey, Penn. (EEUU). ISNB: 9781522578536. Doi: 10.4018/978-1-5225-7853-6.ch010.

Robinson, K. (2006). Kill schools creativity? TED Talk. Recuperado de: https://bit.ly/31SSE7T

Sierra Bravo, R. (2001). Técnicas de investigación social. teoría y ejercicios. Madrid: Paraninfo. ISBN: 9788428324298.

Sanders, S. & Karmowska, J. (2020). Voluntary flexible working arrangements and their effects on managers and employees. Harvard Deusto Business Research, 9 (2), 197-220. https://doi.org/10.48132/hdbr.304

Sierra Bravo, R. (2001). Técnicas de investigación social. Teoría y ejercicios. Paraninfo.

Sweeney, P. J. (2020). Fear is Fuel. Rowman & Littlefield. ISBN: 9781538134412.

Tafur-Muñoz, S. P. & Armesto-Argüelles, N. J. (2020). La opacidad de la oralidad en el aula de clase: un reto en la docencia. Revista Oralidad-Es, 5, 1-9.

Tejedor Calvo, S, Cervi. L. (2017). Análisis de los estudios de Periodismo y Comunicación en las principales universidades del mundo. Competencias, objetivos y asignaturas. Revista Latina de Comunicación Social, 72, 1.626-1.647. DOI: 10.4185/RLCS-2017-1238. https://bit.ly/3dHDKqz

Viejó Mora, I. & Quinto Saritama, E. (2019). Miedo escénico y la superación psicológica en estudiantes universitarios. REVISTA PSICOLOGÍA UNEMI, 3(4), 39-49. https://bit.ly/3fLKYwo

Vishwanath, G. (2019). Phobi: Combating stage fright through a virtual reality game. Tesis: https://bit.ly/3rXda1M

Voutssás, J. (2017). Confianza e información digital: bibliotecas, archivos y web. México: UNAM, Instituto de Investigaciones Bibliotecológicas y de la Información. ISBN: 978-607-02-9757-1

Published

01-01-2022

Issue

Section

Miscellaneous of Research articles and essays

How to Cite

Marqués-Pascual, J., & Violán, M.- Ángel . (2022). Glossophobia in postgraduate degrees. Online public speaking in times of Covid-19. Doxa Comunicación. Interdisciplinary Journal of Communication Studies and Social Sciences, 34, 139-153. https://doi.org/10.31921/doxacom.n34a848
PlumX Metrics