Personal Report of Public Speaking Anxiety

This was the first scale we developed in our work on communication apprehension. It is highly reliable (alpha estimates >.90) but it focuses strictly on public speaking anxiety. Hence, we moved on to develop the PRCA and ultimately the PRCA-24. This is an excellent measure for research which centers on public speaking anxiety, but is an inadequate measure of the broader communication apprehension construct.

Directions: Below are 34 statements that people sometimes make about themselves. Please indicate whether or not you believe each statement applies to you by marking whether you:

Strongly Disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strogly Agree = 5.

Answer

Here

4____1 While preparing for giving a speech, I feel tense and nervous.

4____2. I feel tense when I see the words “speeck” and “public speech” on a course outline when

studying

3____3. My thoughts become confused and jumbled when I am giving a speech.

4____4. Right after giving a speech that I have had a pleasant experience.

3____5. I get anxious when I think about a speech coming up

2____6. I have no fear of giving a speech.

2____7. Although I am nervous just before starting a speech, I soon settle down after starting and

feel calm and comfortable.

3_

___8. I look forward to giving a speech

4____9. When the instructor announces a speaking assignment in class, I can feel myself getting calm.

3____10. My hands tremble when I am giving a speech.

2____11. I feel relaxed while giving a speech.

2____12. I enjoy preparing for a speech.

4____13. I am in constant fear of forgetting what I prepared to say.

3____14. I get anxious if someone asks me something about my topic that I don't know.

2____15. I face the prospect of giving a speech with confidence.

3____16. I feel that I am in complete possesion of my self while giving a speech.

3____17. My mind is clear when giving a speech.

2____18. I do not read giving a speech.

3____19. I perspire hust before starting a speech.

4____20. My heart beats vey fast just as I start a speech.

4____21. I experience considerable anxiety while sitting in the room just before my speech starts.

3____22. Certain parts of my body feel very tense and rigid while giving a speech.

3____23. Realizing that only a little time remains in a speech makes me very tense and anxious.

2____24. While giving a speech, I know I can control my feelings of tension and stress

4____25. I breathe faster just before starting a speech.

2____26. I feel comfortable and relaxed in the hour or so just before giving a speech

4____27. I do poorer on speech because I am anxious.

2____28. I feel anxious when the teacher announces the date of a speaking assignment.

2____29. When I make a mistake while giving a speech, I find it hard to concentrate on the parts that follow.

1____30. During an important speech I experience a feeling of helplessness building up inside me.

2____31. I have trouble falling asleep the night before a speech

4____32. My heart beats very fast while I present a speech.

4____33. I feel anxious while waiting to give my speech.

2____34. While giving a speech, I get so nervous I forget facts I really know.

99

29 STEP 2

55 STEP 1

TOTAL SCORE 98

Strongly Disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strogly Agree = 5.

77824636 74

Teamwork performance monitoring

CONFRONTING IDEAS, SHARING VIEWS

DEBATE 1. DO NOT SHOW YOUR IGNORANCE IN GROUP VS IT IS BETTER TO CLARIFY YOUR DOUBTS BEFORE ACTING. WHAT DO YOU THINK?

It is about expressing the point of view on one of the ideas that are facing, divided by VS (Versus). Each participant will have to give the group noun and him/her own noun. E.g. Esther, UMAMI.

Let's Classify!

Exercise aims:

• Be aware of the complexity of group´s nature
• Learn certain definitions of a group
• Compare and classify definitions
• Learn what is the group graded definition
• Create a SPSS matrix

Stages

1. READ YOUR STRIP OF PAPER. DO NOT COMMENT ON IT. IDENTIFY MAIN VARIABLES AND THE PERSPECTIVE.
2. SEARCH THROUGH THE CLASS TO FIND OTHER SIMILAR DEFINITIONS. IDENTIFY THE AUTHOR; TALK RATHER THAN READ. CLUSTER YOURSELVES! IDENTIFY COMMON VARIABLES.
3. ACCORDING TO THE COMMON CHART, PLACE 1 OR 0 IN EACH COLUMN.

LIST OF CATEGORIES:
CLUSTERING GROUP DEFINITIONS

• AFFECTION
• AIMS/ TARGET / OBJECTIVES / FUNCTION
• BEHAVIOURS
• DEPENDENCY
• DYNAMIC
• FEELINGS
• FREQUENCY
• IDENTIFICATION/IDENTITY
• INTERACTIONS
• INTERDEPENDENCE
• INTEREST
• MOTIVATION
• NEEDS
• RELATION
• ROLES
• RULES-NORMS
• SATISFACTION
• SET OF
• SYSTEM
• UNICY-UNITY (self-perception – cohesion-uniqueness)

Hierarchical Cluster Analysis

INTERACTION-AIMS

6. PEÑA BATZÁN (1985). Conjunto de personas que interactúan entre sí y tienen objetivos comunes.

7. KELLY Y THIBAUT (1959). Existencia de tareas comunes en torno a las cuales se establece una serie de interacciones interdependientes con el fin de llevarlas a cabo.

9. NEWCOMB (1976): Dos o más personas que comparten normas con respecto a ciertos objetivos y cuyos roles sociales están estrechamente intervinculados.

5. MERTON (1957): Conjunto determinado de personas que interactúan entre sí según unos patrones previamente establecidos.



PERCEPTION & INFLUENCE

4. CARTWRIGHT y ZANDER (1968): Cualquier número de personas que entablan una interacción entre sí en una sola o varias reuniones en las cuales cada miembro recibe una impresión o percepción de los demás lo suficientemente clara como para poder actuar como individuo.

11. HOMANS (1950): El grupo se define por la frecuencia de interacción de sus miembros; no es la mera suma de relaciones sino que los individuos van a influirse mutuamente.



BASIC FUNCTIONAL (INTER)DEPENDENCY

3. BASS (1960). Relaciones, objetivos y otros que conforman al grupo y constituyen una forma de satisfacción para los individuos.

13 McDAVID y HARARI (1968). Sistema organizado de dos o más individuos que lleva a cabo una función a través de relaciones de rol y con un conjunto de normas que los regulan.

8. BRODECK (1958). El grupo es la suma de individuos situados en medio de unas relaciones descriptivas de dependencia mutua.
Dendrogram using Average Linkage (Between Groups)



IDENTIFICATION & MOTIVATION

SCHEIDLINGER (1952): Cuando los miembros poseen un modelo colectivo con el que se identifican (objetivos comunes). Esta identificación les hace compartir una serie de conductas y objetos determinados

14. DEUS (1943). Cuando se producen interpretaciones motivacionales, esto es, intereses y objetivos de una persona hace que los demás se muevan y se motiven.



UNITY-UNICY

12 SMITH (1945). Conjunto de organismos separados que poseen una percepción común colectiva de su propia unidad y tienden a actuar de modo unitario en el ambiente.

2. FISHER (1990). Conjunto social, identificable y estructurado, caracterizado por un número restringido de individuos y en el interior del cual éstos establecen lazos recíprocos y desempeñan roles conforme a unas normas de conducta y valores comunes en la persecución de sus objetivos.



MISCELANEOUS

10. COOLEY (1902). Existencia de relaciones directas, vínculos personales, y sentimientos de cohesión.

17. LEWIN (1952). Un conjunto dinámico de miembros los cuales dependen los unos de los otros para conseguir un objetivo común.

15. STOGDILL (1959). Sistema de interacción abierto en el que las acciones de los sujetos determinan su estructura y las sucesivas interacciones entre ellos ejercen una influencia equivalente sobre su identidad.

16. SHAW (1976): Un conjunto de personas cuya existencia individual en relación con los demás es necesaria para la satisfacción de las necesidades de todos los miembros.

SMALL QUESTIONNAIRE

The other day we did a questionnaire in which we answered different questions of our lives, most of them related to our English level. And here it is a summary of it.

Most of us started to study English at school and continued till Bachillerato. Some students have the First Certificate, others have Trinity’s high levels, although most of us do not have any of it. Nevertheless, we practice English by reading, watching films, listening to music and also speaking with native friends. Even there are students whose parents are native. Moreover, most of us have traveled to many English-speaking-countries, England, Ireland and Amsterdam are the most common. And I forgot the ERASMUS boy. So, most of us have written that our English is good and it improves if we write it. Well, maybe it isn’t my case!(sorry, I’m trying to do my best). Which are our weaknesses? Speaking, listening, and reading/vocabulary, also some of us get very nervous, others think that we speak slowly, and we have terrible problems when we speak in front of the class. Also, some of us commit grammatical mistakes and others speak so quickly, forgetting what they are saying… Self-confidence and hope! About activities and role of the teacher we prefer, it’s great to know that all of us like dynamics so we are open to new activities, and we also prefer a teacher who guide our knowledge and transmit us motivation for the subject, even though we may not be interested. Finally, out of class we love reading the same things, topics like psychology, music, politician, science and spiritual themes. To sum up, perhaps we seem so different but we have lots of things in common after all.

ENGLISH LEVEL TEST- A1 BEGINNER

4/03/2011

Mean= 5 mistakes

Frequently mistakes:

4. Sally's pretty and they are, too*
Instead of: Sally's pretty and they're too

12. Jack is writing with pen.*
Instead of: Jack is writing on paper

19. What a lovely food.*
Instead of: What lovely food.

23. Was the Frenh women old?*
Instead of: Were the French women old?

NEW WORKING GROUPS

A1

POW
"Psychology Of the World"
Components:

• Cid Sánchez, Joaquín

• Díaz Quintana, Pilar

• Egozcüe Pérez, Jennifer

• García Martín, Marina

• Gómez Marín, Elena

• López Cabrera, Rocío

UMAMI-FLAVOURED

Their logo is GLUTAMATO, may be we should call him Super Glutamato.
As they said: “We like this word, UMAMI sounds good!”
Here they are!

• Aguilar Rodríguez, María

• Armesto Luque, Laura

• Avilés Osborne, Cecilia

• Belza Cejas, Ester

• Caballero Benítez, Paula

• Camacho del Moral, Jésica

• Carrera García, Pablo

• Casado Caballero, Virginia

A2

PSYCHO-HANDS

This group have designed an original logo made by five hands that are surrounding another one in the middle of the picture, all of it with a grate combination of colours.

And they are:

• López Navarro, María

• Rodríguez Hiruela, Valle

• Matías García, José Antonio

• Martín, Ana

• Martínez, Ana

• Moreno Martínez, José Antonio

• Priego Ojeda, María

• Ruiz Benito, Laura

PSYCHO-DIEM

It seems like Carpe-diem... They chose this name for one reason: they enjoy studying Psychology! Their logo shows that to us with a hand hanging the Y of Psychology.

• Vázquez Navarro, Marina

• Rubio Méndez, Cristina

• Soto Santamaría, Diana

• Romero Pender, Kevin

Research projects

• Meatballs
  
  - Clara & The 5 Dwarfs
  
  - Eggplants
  
  - Chuflis
  
  

To download any of the research projects, just click on the name of the group.

English Test - Elementary

Percentage of Right Answers:
10 answers: 4%
13 answers: 4%
15 answers: 8%
17 answers; 20%
20 answers: 4%
21 answers: 12%
22 answers: 12%
23 answers: 8%
24 answers: 12%
25 answers: 16%

Mean = 20'2
Standard Deviation = 4'203

March 26th: COMPETITION

1. Which are the three main aspects that define primary groups?
   2) Which are the three phases of Bales' model?
   3) How is position sustained in formal relationships?
   4) Explain three differences between primary groups and formal groups.
   5) What do we understand by affective integration when regarding to Moreland's Social Integration model?
   6) What does "social loafing" mean? Describe it applying it to the group’s development.
   7) Explain three different classifications of group techniques, regarding the targets.
   8) Explain the voluntariness of membership in a primary group and its length in time.
   9) List and explain the four phases through which the group's development goes, according to Tuckman's model.
   10) Define membership and explain its two components.
   11) Besides of the number of members that makes the group, what is it that determines whether it is considered as a big or small group?
   12) Which are the models that are characterized by the absence of any kind of phases during the group's development?
   13) What is the relationship between status and social position?
   14) Mention three different traits which characterize the setting-up of a group.
   15) Describe the lineal models that explain the group's development.
   16) Explain the different kinds of non-functional behaviour in social roles.
   17) What are the main traits of non-lineal models?
   18) Which are the criteria of group techniques’ election?
   19) Which are the types of groups regarding external traits in relation to membership?
   20) What are group techniques?
   21) Describe briefly McGraths model for group’s development.
   22) What is the summarizing role's function inside a group?
   23) List the election criteria of group techniques that can tell us whether that chosen technique is suitable or not.
   24) Could a membership group be a reference group at the same time?
   25) According to Bales' model, which are the two needs between which individuals have to divide their effort?
   26) Which are the main features that differ formal group from informal groups?
   27) What does Moreland's Social Integration process consist on?
   28) In which circumstances do social loafing effect and social facilitation effect appear?
   29) List three aims that group techniques try to reach.

SUGGESTION BOX

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