COMMUNICATION APPREHENSION AND SECONDARY STUDENTS VOCATIONAL CHOICES: AN UNEXPLORED LINK

Background:
Communication apprehension is defined (McCroskey, 1984: 78) defines as ‘an individual’s level of fear and anxiety associated with either real or anticipated communication with another person.’ This suggests that individuals who are apprehensive about participating in communicative situations are less able to communicate effectively. Hassall et al (2013) highlight that there is evidence suggesting that the effect that communication apprehension has on interpersonal relationships may influence education, recruitment and professional development. In the traditional educational system based on a lecture/seminar approach, communication apprehension may not create a significant problem; but in more active learning contexts communication apprehension is a factor that influences the attitude of individuals. Even more, there is evidence of relationships between communication apprehension and vocational choices (e.g. the perceived desirability of certain professions).

Purpose, method and sample:
The main objective of this paper is to investigate the link between communication apprehension (CA) and the vocation choice of secondary education students. The data were obtained from two main sources:
(I) a questionnaire administered during class time to measure the CA levels, obtain demographic information and the student’s academic preferences and
(II) the vocational counsellors’ advices for that students.

Results:
The results suggest that there is an association between CA levels and the vocational choice of students. This association is present for both, the choice indicated by students and the one proposed by the vocational counsellors. In general terms, students with higher levels of CA tend to choose vocations education, whereas students with lower levels choose to follow their studies at the university. Focusing on those students choosing university studies, those with higher levels of CA tend to choose sciences degrees, which are perceived to require lower levels of communication skills.

Implications:
CA is not only a factor constraining communication skills development; it also acts influencing educational and professional choices. Students presenting higher levels of CA tend to avoid those studies and professions perceived to require high levels of communication skills. The problem is that most employability reports point to communication as a key skill and sometimes students (mis)perceptions lead them to a wrong choice.