Self-efficacy in presentation skills: relations with teaching behavior, emotions, and presentation performance in students

Schickel, M.¹, Ringeisen, T.¹, Klug, K.², Endale, W.², Rorhmann, S. (Prof. Dr.)^2
1Berlin School of Economics and Law, Alt-Friedrichsfelde 60, 10315, Berlin, Germany
²Goethe-Universität Frankfurt am Main, Institut für Psychologie, Theodor-W.-Adorno-Platz 6, 60323, Frankfurt am Main, Germany

 

Submission type

Symposium

Scheduled

Luxembourgzaal, 26-09-2019, 09:00 - 10:30

Keywords

self-efficacy, presentation skills, achievement emotions, scale validation, teaching behavior

Summary of Symposium

Students’ presentation self-efficacy may be conceptualized as a mediator between lecturers’ support behaviors during presentation trainings, students’ emotions, and students’ presentation performance (see e.g., van Ginkel et al., 2015). Empirical evidence, however, is sparse. In response, this symposium presents three papers which examined the interplay between these variables. The findings suggest that autonomy support (here: providing good course materials) and competence support (here: feedback) are conducive to presentation self-efficacy, which in turn, predicts performance and related physio-affective responses. Depending on the context, presentation performance may also be predicted by presentation competence, and emotional (enjoyment; boredom) or physiological responses (cortisol).

Name Convenor

Tobias Ringeisen

Auteurs

Lecturers’ support behaviors and presentation self-efficacy in university students

Schickel, M.¹, Ringeisen, T.^1
1Berlin School of Economics and Law, Alt-Friedrichsfelde 60, 10315, Berlin, Germany

 

Abstract ID

35-1

Submission type

Oral only

Keywords

self-efficacy, presentation skills, scale validation, teaching behavior

Summary

By means of two studies, the presentation self-efficacy scale (SEPM-P) was validated in relation to teaching behaviors, namely autonomy support, competence support, and relatedness support. In study 1, factorial and construct validity of the SEPM-P were examined. 1528 university students completed the SEPM-P along with other self-report measures assessing their lecturers’ teaching behaviors during courses which aimed at fostering presentation skills. A cross-sectional survey was realized as part of the regular course evaluation. Confirmatory factor analysis supported a one-factor model which may comprise either 6 or 8 self-efficacy items, depending on whether content expertise is relevant or not. Positive correlations between the SEPM-P and facets of autonomy support and competence support indicated sufficient construct validity. In study 2, criterion validity was determined by means of latent change score modeling. 158 students (Mage = 24.33, SD = 3.96; 61.4% females) took part in a university course to foster presentation skills and reported a significant increase in presentation self-efficacy over the course of the semester. The increase was positively related to autonomy support in terms of providing good course materials and competence support in terms of feedback. Across both studies, the SEPM-P showed high reliability, with McDonald´s omega > .85.

Auteurs

What predicts students’ presentation performance? Boredom and competence (beliefs) during presentation trainings

Ringeisen, T.¹, Schickel, M.^1
1Berlin School of Economics and Law, Alt-Friedrichsfelde 60, 10315, Berlin

 

Abstract ID

35-2

Submission type

Oral only

Keywords

presentation competence, boredom, self-efficacy, presentation performance

Summary

Realizing a longitudinal design, we investigated how intensity and changes in learning-related boredom and self-perceived presentation competence increase are associated with presentation self-efficacy and presentation performance throughout a four-month presentation training. 158 university students (Mage = 24.40, SD = 4.04; 61% females) completed validated self-report measures assessing self-efficacy (t1 = course beginning), and competence increase and boredom (t2 = after course introduction; t3 = half-way; t4 = after course completion). Two lecturer’s independently evaluated students’ presentation performance using a standardized rubric at t4. Applying latent growth modeling, presentation competence increased steadily from t2 to t4 while boredom decreased. Greater boredom at t2 was related to smaller competence increase at t2, and to a flatter linear decline of boredom, which, in turn, was associated with increasing competence growth over time. High self-efficacy predicted a smaller competence increase at t2, which, in turn, was related to a smaller decline in boredom over time. Better presentation performance was predicted by higher self-efficacy, lower boredom and greater competence increase at t2, and a flatter decline of boredom. Our findings suggest reciprocal effects between intensity and change trajectories of boredom and competence increase, which contribute to better presentation performance, aside from high self-efficacy beliefs.

Auteurs

Performing during a presentation: The role of self-efficacy, enjoyment, and cortisol

Ringeisen1, T.¹, Klug, K.², Endale, W.², Schickel, M.¹, Rohrmann, S.^2
1Berlin School of Economics and Law, Alt-Friedrichsfelde 60, 10315, Berlin, Germany
²Goethe-Universität Frankfurt am Main, Institut für Psychologie, Theodor-W.-Adorno-Platz 6, 60323, Frankfurt am Main, Germany

 

Abstract ID

35-3

Submission type

Oral only

Keywords

presentation self-efficacy, salivary cortisol, enjoyment, presentation performance

Summary

This study investigated how levels of reported enjoyment and cortisol develop over the course of a presentation, and whether intensity and changes in these responses are associated with presentation self-efficacy and presentation performance. Based on the Trier Social Stress Test (TSST), 126 students (85 women) participated in a mock job interview during which they prepared and delivered a presentation. Self-efficacy was assessed before the TSST (t1). Enjoyment was measured before (t2) and after an instruction prior to the presentation (t3), and after the presentations (t4). Salivary cortisol samples were collected at t3 and t4, and after recovery (t5). All presentations were video-taped and rated by three blind raters with regard to dominance, competence, and expressed enjoyment. Greater self-efficacy predicted higher levels of reported enjoyment and lower cortisol concentration at t2. Over time, reported enjoyment decreased while cortisol concentrations increased. Regarding reported enjoyment, greater pre-instruction levels at t2 were related to a flatter decline, which, in turn, was associated with lower ratings for dominance and performance. Greater pre-instruction cortisol at t2 was associated with lower expressed enjoyment. High self-efficacy may reduce emotional and physiological stress responses during presentations, while intensity and changes of these responses may differentially affect presentation performance.

Auteurs