Abstract
This article reports preliminary results from a longitudinal investigation of how communication apprehension influences academic performance and student retention in college. Data were collected from 1884 incoming freshmen at a large public university, who completed a standardized communication apprehension measure during orientation. Official academic records over four consecutive semesters provided grade point averages, credits earned, and enrollment status. Analyses reveal that students with high communication apprehension consistently earned lower grade point averages and completed fewer credits than moderate or low apprehensive students. Retention patterns also differed. High apprehensive students were substantially more likely to withdraw from the university over the two year period, with a statistically significant gap emerging by the end of the second year. Additional analysis indicates that the apparent improvement in grade point averages across semesters was an artifact of attrition rather than academic development. The authors argue that the relationship between communication apprehension and academic outcomes may be established before college entry and that interventions at the college level may therefore have limited effect on achievement, though they may support retention. The study suggests the potential value of communication focused support programs as part of institutional strategies to enhance student persistence.
Recommended Citation
McCroskey, James C. and Payne, Steven K.
(1986)
"The Impact of Communication Apprehension on Student Retention and Success: A Preliminary Report,"
Association for Communication Administration Bulletin: Vol. 56, Article 18.
Available at:
https://stars.library.ucf.edu/aca/vol56/iss1/18
