The effectiveness of verbal self‐guidance as a transfer of training intervention: its impact on presentation performance, self efficacy and anxiety

Abstract

We developed a verbal self‐guidance (VSG) training program as a transfer of training intervention (i.e., an intervention designed to enhance the application and usage of skills learned in a training session post‐training). We then assessed the impact of this training on presentation performance, self‐efficacy (i.e., task‐specific confidence) and anxiety. Results indicated that participants trained in VSG (n = 33) had significantly higher self‐efficacy concerning their presentation performance relative to those in the comparison group (n = 32), who took part in a lecture and discussion activity. Self‐efficacy was significantly and positively correlated with presentation performance such that self‐efficacy increased as performance increased. Anxiety was shown to be negatively and significantly correlated with presentation performance and self‐efficacy such that anxiety increased as performance and self‐efficacy decreased. Overall, the results suggest that verbal self‐guidance is an effective training technique for helping students with presentations.

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