Two longitudinal studies of communication apprehension and its effects on college students' success

Abstract

Communication apprehension is examined as a potential barrier to student academic success. Using conceptualizations from prior research by McCroskey and others, several hypotheses were generated to test what effects high levels of communication apprehension (CA) might have on both retention and academic achievement as measured by grade point averages (GPAs). Using data from two four year longitudinal studies at a four year undergraduate college, results show that high CA students were significantly more likely to drop out compared to low CA students and tended to drop out significantly more after only one year. High CA and low CA students did not differ significantly in their GPAs. Suggestions are offered for intervention to maximize the chance that more high CAs will stay enrolled.

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