They're Monstrous! Teaching Flashed Face Distortion to Improve Speaking Apprehension

Autor/inn/en	Majocha, Kristen L.; Mullennix, John W.
Titel	They're Monstrous! Teaching Flashed Face Distortion to Improve Speaking Apprehension
Quelle	In: Contemporary Issues in Education Research, 11 (2018) 2, S.39-42 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	Self Esteem; Class Activities; Teaching Methods; Qualitative Research; Public Speaking; Self Evaluation (Individuals); Anxiety; Communication (Thought Transfer); Self Concept; Higher Education; Interpersonal Attraction; Nonverbal Communication + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Vortrag; Angst; Communication; thought; Kommunikation; Gedanke; Selbstkonzept; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Anziehung; Non-verbal communication; Nonverbale Kommunikation
Abstract	Researchers have long established that people who believe they are attractive have higher self-esteem (Aronson & Linder, 1965). Recent studies show that students with higher self-esteem have less speaking apprehension (Elfering & Grebner, 2012). Teachers in higher education can help students rethink their attractiveness in an attempt to help boost their self-esteem through an in-class activity that demonstrates Flashed Face Distortion Effect. This improved self-appraisal can reduce speaking apprehension in any class that includes a public presentation element. This interpretive qualitative research presents a novel single-class activity that can be useful in any course that includes a public presentation element. The objective of the activity is to lower student speaking apprehension when they publicly present. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01