Can I get better? Exploring mindset theory in the introductory communication course

Abstract

The purpose of this study was to investigate the relationship between mindset theory and public speaking apprehension, interpersonal communication competence, and student engagement in the introductory communication course. The study adapted a mindset theory measure towards specific communication skills. Researchers collected and analyzed data from 1,037 participants gathered at the end of one semester of the introductory communication course. Results showed growth mindset was correlated with higher speech grades, higher interpersonal communication competence, and lower public speaking anxiety. Additionally, multiple regression tests indicated growth mindset and interpersonal communication competence, but not public speaking anxiety, predicted student engagement in the course.