Hao Xia, Chen Hua
School of Foreign Studies, Nanjing University, Nanjing, China.
Front Psychol. 2024 Sep 2;15:1423607. doi: 10.3389/fpsyg.2024.1423607. eCollection 2024.
This study investigated the influence of co-regulation on public speaking self-efficacy in the context of collaborative oral presentations. A total of 237 students enrolled in an English course at a university in China took part in the research. The factor analysis findings revealed that learners' co-regulation in public speaking encompass five components: co-planning, co-monitoring, co-evaluation, effort regulation, and help-seeking. Public speaking self-efficacy, on the other hand, pertains to learners' confidence in aspects including the topic, language use, organization, and delivery during public speaking engagements. The path analysis demonstrated that co-planning was a significant predictor of students' self-efficacy in terms of the topic and organization. Moreover, the co-monitoring strategy exhibited direct and positive correlations with language and topic self-efficacy. Similarly, the co-evaluation strategy showed direct and positive relationships with language, delivery, and organization self-efficacy. Furthermore, both effort regulation and help-seeking strategies were found to have direct and positive impacts on organization self-efficacy. This study offers valuable implications for educators, trainers, and individuals aiming to enhance their public speaking self-efficacy in collaborative environments.
本研究调查了在协作性口头报告背景下共同调节对公众演讲自我效能感的影响。共有237名在中国一所大学修读英语课程的学生参与了这项研究。因子分析结果显示，学习者在公众演讲中的共同调节包括五个组成部分：共同规划、共同监控、共同评估、努力调节和寻求帮助。另一方面，公众演讲自我效能感涉及学习者在公众演讲活动中对主题、语言运用、组织和表达等方面的信心。路径分析表明，就主题和组织而言，共同规划是学生自我效能感的一个重要预测指标。此外，共同监控策略与语言和主题自我效能感呈现出直接的正相关关系。同样，共同评估策略与语言、表达和组织自我效能感也呈现出直接的正相关关系。此外，努力调节和寻求帮助策略都被发现对组织自我效能感有直接的积极影响。本研究为旨在提高在协作环境中公众演讲自我效能感的教育工作者、培训师和个人提供了有价值的启示。
