An analysis of prospective teachers' anxiety about listening and speaking, the expression of their emotions, and their communication skills

An analysis of prospective teachers' anxiety about listening and speaking, the expression of their emotions, and their communication skills | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article An analysis of prospective teachers' anxiety about listening and speaking, the expression of their emotions, and their communication skills İlke Altuntaş Gürsoy, Ebru Güç This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8250400/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract In order to establish effective communication in an educational environment, teachers are expected to be individuals with developed communication skills who can express their thoughts and feelings without being carried away by negative emotions such as anxiety. In this context, the purpose of the research is to determine the relationships between the listening anxiety, speaking anxiety, emotional expression levels and communication skill levels of prospective teachers who continue their university education. The study, which employed a relational screening model in which the relationships between the variables and their sub-dimensions in question were determined, included 427 participants from different branches. As a result of Pearson Correlation, Multiple Linear Regression, Mann Whitney U, One-Way ANOVA and Kruskall Wallis analyses, it was determined that female participants had higher levels of speaking anxiety and its sub-dimension environmentally focused anxiety, as well as emotion expression and its sub-dimensions emotional expressiveness and impulse strength, than males; and the predicted variable of the study, communication skill and its sub-dimension competence, and the level of concealment of emotion expression, were higher in favor of males. There was a moderately negative correlation between speaking anxiety and its sub-dimensions speaker-focused anxiety, environment-focused anxiety, speech psychology levels, listening anxiety level and the communication skill sub-dimension competence level; A moderate positive correlation was found between the level of disability and the level of anxiety. Another result indicated that the levels of speaker-focused anxiety, environmental anxiety, and speaking psychology, as well as listening anxiety, within the sub-dimensions of speaking anxiety, together influenced the levels of competence and disability, and although the disclosure rate was limited, valuing and body language levels within the sub-dimensions of communication skills. It is believed that prospective teachers should be guided through their education by educational content that supports the prevention or reduction of anxiety and enhances their self-confidence. They should also be directed to internships and volunteer projects that provide them with community communication experience. Listening anxiety speaking anxiety communication skills expression of emotions teacher education 1. Introduction An individual's belonging to the society in which they live depends on their ability to communicate. Communication is necessary for them to share their feelings, thoughts, and experiences; to understand what is shared; to meet their needs; and to establish a place for themselves in society. Therefore, communication regulates social and interpersonal relationships. Communication takes place verbally or in writing. Verbal communication has two dimensions: listening and speaking. Although the speaker adds movement to communication, a listener is necessary for the transfer to take place (Altuntaş Gürsoy, 2021 ). It is stated that speaking is the skill that individuals need and benefit from the most in maintaining their relationships with others (Aktaş and Gündüz, 2009 ). Both success in professional life and personal happiness are largely dependent on speaking skills (Linver, 1991 ). Regarding listening skills, it is stated that the foundations of successful verbal communication are based on successful listening (Nunan, 1989 ). Both of these skills must be used effectively in order to establish healthy communication. However, spoken language is complex, dynamic, and difficult; it can even be quite anxiety-provoking (Ji, Qin & Li, 2022 ). When communicating, individuals may experience negative emotions such as anxiety due to reasons such as not being accepted, lack of self-confidence, unwillingness to open up, criticism, blame, etc., and may avoid communication (Aydın and Altuntaş Gürsoy, 2022 ). Anxiety is “an emotional state that causes sadness” (Katrancı & Kuşdemir, 2015 : 417). It is also associated with the fear and worry felt by the individual (Sevim, 2012 ). This negative emotional state hinders learning (Jalongo & Hirsh, 2010 ) and reduces the individual's capacity for understanding and comprehension. In other words, the anxiety an individual feels when using their language skills leads to a decrease in the accuracy and effectiveness of communication (Maden and Durukan, 2016). Colombetti ( 2009 ) discusses the mutual influence of language and emotion on each other. Lindquist ( 2017 ) similarly states that language and emotion are connected. Varışoğlu ( 2017 ) further specifies this situation by stating that the expression of emotions is part of communication. To create a healthy communication environment in education, teachers are expected to be individuals with well-developed communication skills who can express their thoughts and feelings without succumbing to any negative emotions such as anxiety. In this way, they ensure that their students also develop effective communication skills. They serve as role models for their students both in the school environment and in their social lives. Communication competence is one of the three basic competencies for teachers, along with educational competence and program competence (Bjekić, Zlatić, 2006 ). The Ministry of National Education of the Republic of Turkey (MEB) (2017: 16) has defined the communication competencies of teachers as “Establishes effective communication and cooperation with students, colleagues, families, and other stakeholders in education” and “Takes care to use effective communication methods and techniques.” Teachers' communication competence is related to the teacher training they receive at university. Prospective teachers are expected to graduate with communication knowledge and skills acquired during their undergraduate education in various departments of Education Faculties. However, when examining the teacher training undergraduate programmes of the Higher Education Council (2018), it is seen that courses focused on communication, speaking and listening skills are mostly included under the name ‘Oral Communication Skills’ in departments focused on foreign language teaching (German, Arabic, French and English Teaching). Apart from this, courses such as ‘Supporting Language and Communication Skills’ in Special Education Teaching, ‘Teaching Language Skills’ and ‘Language and Communication’ in Turkish Language and Literature Teaching, and ‘Voice Training and Diction’ in Turkish Language Teaching, ‘Speaking Instruction’ and ‘Listening Instruction’ courses have been identified. Although communication-related courses are not included in all programmes, some are offered as elective courses within the field of education. Considering this situation, it is evident that the education received by teacher candidates requires further research in terms of various variables. During the pre-service period, prospective teachers' self-awareness and self-assessment will provide them with an advantage in generating solutions and guiding both themselves and their future students. Vieco ( 2019 ) states that being aware of one's anxiety helps individuals seek strategies to cope with it. Those who are aware of their skill deficiencies and believe they can be addressed also possess resilient teacher competence (Tschannen-Moran, Hoy & Hoy, 1998 ). In this context, determining the communication skill levels of prospective teachers and the factors that may influence them will provide guidance for prospective teachers, teacher educators, programme and policy makers in terms of what needs to be done in this regard. It is believed that the research results will serve teacher education and contribute to the updating of teacher training degree programmes from a holistic perspective. It is also expected to provide feedback to teaching staff and teachers working in Faculties of Education. In the national and international literature, there has been no research of this scope conducted with prospective teachers. In existing studies, listening anxiety, speaking anxiety, expression of emotions, and communication skills have not been addressed holistically and their relationships examined; they have either been addressed individually or in pairs, or the research has been conducted with teacher candidates from a single discipline (Yılmaz, Üstün, & Odacı, 2009 ; Elkatmış & Ünal, 2014 ; DeCapua & Tian, 2015 ; Katrancı & Kuşdemir, 2015 ; Temiz, 2015 ; Tutkun, 2015 ; Maden and Durukan, 2016; Baki & Kahveci, 2017 ; Lindquist, 2017 ; Milli and Yağcı, 2017 ; Rodríguez Fuentes, Ayllón Blanco, Gallego Ortega & Gómez Pérez, 2017; Catalano & Catalano, 2018 ; Karahan, 2018 ; Uyanik Balat, Gezer, Bayindir & Yilmaz, 2019; Uygun and Arıkan, 2019 ; Bjekić, Zlatić & Bojović, 2020 ; Karalı, Şahin, Şen & Aydemir, 2021 ; Maden, 2021 ; Mete, 2021 ; Beyaz, Alıncak & Ataş, 2022 ; Maldonado, García, Armada, Alós & Moreno, 2022 ; Cin Şeker, Yücel Çetin, 2023 ; Demir, 2023a ; Demir, 2023b ; Lintner & Belovecová, 2024 ). 2. Research questions and hypotheses Therefore, there was a need for such a study. In line with this necessity, the main objective of the study is to determine the relationships between prospective teachers' listening anxiety, speaking anxiety, and levels of expressing emotions and communication skills while continuing their university education. To achieve the main objective of the study, answers were sought to the following questions. 1. Do prospective teachers' listening anxiety, speaking anxiety, levels of expressing emotions, and levels of communication skills show significant differences according to gender? 2. Is there a significant relationship between teacher candidates' listening anxiety, speaking anxiety, levels of expressing emotions, and levels of communication skills? 3. Are teacher candidates' levels of communication skills significantly predicted by their listening anxiety, speaking anxiety, and levels of expressing emotions? 3. Method This research is structured within the correlational survey model of quantitative research approaches. Correlational survey is a research model in which the existence and/or degree, direction, and magnitude of the relationship between multiple variables is determined. The variables for which a relationship is sought are symbolised separately, as in a single survey. The existing situation is described as it is, without any intervention (Lodico, Spaulding, & Voegtle, 2006 ; Karasar, 2009 ). 3.1. Participants The population of the study consists of university students enrolled in Education Faculties at various universities in Turkey during the 2024–2025 academic year. The sample comprises prospective teachers from different disciplines studying at various universities' Education Faculties, determined using the maximum diversity sampling method. Maximum diversity sampling is a sampling method in which different situations that are similar in themselves but related to the problem being studied in the population are identified, and the study is conducted on these situations. Although there is no concern for generalisation in this type of sampling, it can be said that it will provide important clues about the population values due to the sampling of different situations related to the problem. The fundamental aim here is to reveal the common or distinct aspects and patterns between the different situations determined in line with the research objective and thus describe the problem within a broader framework (Büyüköztürk et al., 2018). The number of participants was reached based on voluntary participation in the study and the scale items. Gorsuch ( 1983 ) stated that the sample size should be at least five times the number of items or a minimum sample size of 100. The scales were administered to 441 participants, exceeding the specified number. Upon examining the responses from the initial 441 participants, it was determined that two participants did not meet the criterion of being a ‘prospective teacher’ expected of the study group. The data belonging to these two participants were removed from the data set, and the analysis process continued with 439 participants. Next, it was determined whether there were any missing values in the data. A univariate outlier analysis was performed on the 439 participants to determine whether there were any participants with unusual or extreme values. For this purpose, raw scores were converted to standard Z scores (Çokluk, Şekercioğlu, & Büyüköztürk, 2014 ). Tabachnick and Fidell ( 2013 ) stated that participants should be classified as outliers when the Z standard values of continuous scores fall outside the ± 3.30 range. In this context, 12 individuals whose Z-scores for the four scales fell outside the ± 3.30 range (Tabachnick and Fidell, 2013 ) were excluded from the analysis, and the study continued with a total of 427 participants. Table 1 presents the distribution of participants according to their socio-demographic characteristics. Table 1 Demographic Variables Variables Group N % Age 25 years old and under 26–30 years old 31–35 years old 36–40 years old 41 years and over 398 15 7 6 1 93.2 3.5 1.6 1.4 0.2 Gender Female Male 340 87 79.6 20.4 Department Science Teacher Elementary Mathematics Teacher English Teacher Preschool Teacher Special Education Teacher Guidance and Psychological Counseling Primary Education Teacher Social Studies Teacher Turkish Language Teacher 10 4 2 17 7 30 26 15 316 2.3 0.9 0.5 4.0 1.6 7.0 6.1 3.5 74.0 Class Level 1 2 3 4 98 169 96 64 23 39.6 22.5 15.0 Time Allocated for Weekly Reading None 1–7 hours 7–14 hours 14 hours and above 62 311 50 4 14.5 72.8 11.7 0.9 Time Spent on Social Media/Social Networking Sites Daily I never use them 1–3 hours per day 3–5 hours per day 5–7 hours per day 7 hours or more per day 4 157 163 79 24 0.9 36.8 38.2 18.5 5.6 Total 427 100.0 A large majority of prospective teachers, 93.2%, are aged 25 or under. In terms of gender, 79.6% are female and 20.4% are male. Seventy-four per cent of participants are studying Turkish Language Teaching, 7% are studying Guidance and Psychological Counseling, 6.1% are studying Primary Education Teaching, 4% are studying Pre-school Teaching, and 3.5% are studying Social Studies Teaching. In addition, 2.3% of participants are studying to become Science Teachers, 1.6% Special Education Teachers, 0.9% Elementary Mathematics Teachers, and 0.5% English Teachers. Among the participants, 39.6% are in their sophomore year, 23% are in their freshman year, 22.5% are in their junior year, and 15% are in their senior year of university. 72.8% stated that they allocate 1–7 hours per week to reading books, 11.7% allocate 7–14 hours, 0.9% allocate 14 hours or more. 14.5% stated that they do not allocate any time to reading books during the week. When participants were asked about their daily social media and social networking websites usage time, 38.2% stated that they used them for 3–5 hours, 36.8% for 1–3 hours, 18.5% for 5–7 hours, and 5.6% for 7 hours or more. 0.9% of participants stated that they never use social media and social networking sites. 3.2. Data Collection Tools The research data was collected using a socio-demographic information form prepared by the researchers via Google Forms and four different scales developed by field experts. Detailed information about the data collection tools is provided below: Socio-Demographic Information Form This form, developed by researchers, contains a total of 6 questions aimed at obtaining various socio-demographic information from participants, including age, gender, department, class level, weekly reading time, and daily social media and/or social networking site usage time. This form was prepared by researchers based on a review of the literature relevant to the scope of the research and in line with the research questions. Speaking Anxiety Scale for Prospective Teachers The scale was developed by Sevim ( 2012 ). The items on the scale are related to measuring prospective teachers' speaking anxiety. The scale has a 5-point Likert-type structure and consists of 20 items. The scale consists of three dimensions. Items 1–11 constitute the first dimension, speaker-focused anxiety. Items 12–17 constitute the second factor, environment-focused anxiety. Items 18–20 constitute the third dimension, speech psychology. The maximum total score that can be obtained from the scale is 100, and the minimum is 20. The Cronbach's alpha reliability coefficient of the scale is 0.912. Listening Anxiety Scale Developed by Maden and Durukan (2016), the scale consists of 22 items and has a 4-point Likert-type structure designed to measure listening anxiety. The maximum total score that can be obtained from the scale is 88, and the minimum is 22. The Cronbach's alpha reliability coefficient of the scale is 0.873. Berkeley Expressivity Questionaire (BEQ) : Adapted by Tunay Akan and Barışkın ( 2017 ), this 7-point Likert-type scale consists of 16 items. The scale comprises three dimensions: emotional expressivity, impulse strength and masking. The scale's Cronbach's alpha reliability coefficient is 0.81. Communication Skills Scale: This scale was developed by Akkuzu and Akkaya ( 2014 ). This 5-point Likert-type scale aims to measure prospective teachers' communication skill levels in terms of competence, discouragement, body language, and dignification. Items 1–12 of the scale constitute the competence dimension; items 13–25 constitute the discouragement dimension; items 26–30 constitute the body language dimension; and items 31–36 constitute the dignification dimension. Prospective teachers can score a minimum of 36 and a maximum of 180 on the 36-item communication skills scale. The Cronbach's alpha reliability coefficient of the scale is 0.89. 3.3.Data Collection During the data collection phase of the research, informed consent forms were completed, and the participants' voluntary participation was ensured Participants were provided with information about the purpose of the study and informed that they could withdraw from the study without providing any reason. They were also informed that their data would be treated with complete confidentiality and would not be shared. A state university Ethics Committee unanimously approved the study as being in line with scientific research and publication ethics with its Decision Number 10.04.2025-8918. Data was collected online during April, May, and June of the 2024–2025 academic year. 3.4. Statistical Analysis The data collected using data collection tools in the study were analysed using the SPSS 22 software package. After the data review was completed, basic assumptions such as multiple outliers, normality, and multicollinearity were evaluated within the scope of multiple linear regression analysis. The Mahalanobis distance value was used to examine whether there were any unusual combinations between variables for multivariate outliers (Tabachnick and Fidell, 2013 ). Since no data was excluded from the analysis, the process continued with 427 participants. The Mahalanobis value was obtained by accepting the critical chi-square value as α = .001. In addition, it is possible to state that there were no multiple outliers, as Cook's distance values were less than 1 for all predictor and predicted variables. Following the outlier analysis, the sample was examined to determine whether it met the multivariate normality assumption. For this purpose, the variables were evaluated both within the histogram graph and through descriptive statistics (Büyüköztürk, 2012 ). The results of the examination showed that the skewness and kurtosis coefficients for all variables were within the ± 1 range and that the distributions were close to normal. This result confirms that the distributions did not deviate excessively from normal and that the univariate normality assumption was met. Another important assumption of multiple linear regression analysis is that there is no multicollinearity problem among the predictor variables included in the analysis. For this purpose, variance inflation factors (VIF), condition index (CI) and tolerance values were examined. According to the analysis results, VIF values were found to be below 10, tolerance values were above .10, and CI values were below 30. In this case, it can be stated that there is no multicollinearity problem among the independent variables. In this regard, it was observed that the requirements of multiple linear regression analysis, which is the basic analysis method of the research, were met. The Pearson Correlation method, a parametric correlational method, was used to examine the relationships between the total scores and subscale scores of the variables speaking anxiety, listening anxiety, emotional expression and communication skills investigated in the study, due to both the number and adequacy of the data (N > 50) and the normal distribution of the scores. Based on the correlation analysis results, if the correlation coefficient is less than 0.20, the relationship is considered very weak (Guilford, 1956; cited in Tan, 2016 ). Considering the possibility that this could lead to insufficient and erroneous interpretation of the findings, variables with correlation coefficients below .30 were not included in the regression analysis process. Finally, for the two-category demographic variable of gender, speaking anxiety, listening anxiety, emotional expression, and communication skills total scores and subscale scores were compared using the independent groups t-test method and the non-parametric Mann Whitney U test, based on whether they met the normality assumption. For the comparison of score distributions according to the variables with more than two categories, such as department, grade level, age, time allocated to reading books, and time allocated to social media, one-way ANOVA and Kruskall-Wallis analyses were used, taking into account the normal distribution of the data. A significance level of p < .05 was considered for statistical analyses. 4. Findings This section presents descriptive statistics and multiple linear regression results related to the scores obtained from data collection tools. The information obtained is presented in tables, accompanied by explanations. The findings are presented in parallel with the research questions. Within the scope of the analyses, the total and subscale levels of prospective teachers' speaking anxiety, listening anxiety, emotional expression, and communication skills were first examined, and the descriptive statistics related to this are presented in Table 2 . Table 2 Descriptive Statistics Regarding Levels of Listening Anxiety, Speaking Anxiety, Emotion Expression, and Communication Skills Variables N Min. Max. M df Skewness Std. Error Curtosis Std. Error SA Total 427 20.00 94.00 53.80 15.95 − .007 .118 -0.513 .236 LA Total 427 22.00 84.00 45.48 12.78 .437 .118 -0.061 .236 CS Total 427 66.00 172.00 118.68 16.03 .168 .118 1,568 .236 BEQ Total 427 16.00 112.00 67.20 17.09 .188 .118 .087 .236 CS competence 427 13.00 60.00 42.16 8,143 -0.185 .118 .185 .236 CS discouragement 427 13.00 62.00 32.67 11.25 .405 .118 -0.360 .236 CS body language 427 5.00 25.00 19.87 4.29 -0.778 .118 .284 .236 CS dignification 427 6.00 30.00 23.98 4.50 -0.851 .118 .622 .236 SA speaker-focused 427 11.00 53.00 30.17 8.92 -0.053 .118 − .408 .236 SA environment-focused 427 6.00 30.00 16.23 5.49 .038 .118 -0.702 .236 SA speech psychology 427 3.00 15.00 7.39 2.77 .163 .118 -0.790 .236 BEQ emotional expressivity 427 8.00 56.00 32.21 10.00 .323 .118 -0.131 .236 BEQ impulse strength 427 6.00 42.00 27.23 7.79 .025 .118 − .449 .236 BEQ masking 427 2.00 14.00 7.76 3.33 .435 .118 -0.481 SA : Speaking Anxiety CS : Communication Skills LA : Listening Anxiety BEQ : Berkeley Expressivity Questionaire As shown in Table 2 , the mean score obtained by the participants on the Listening Anxiety Scale is \(\:\stackrel{-}{X}\) =45.48, and the mean total score on the Speaking Anxiety Scale is \(\:\stackrel{-}{X}\) =53.80. When examining the subscales of the Speaking Anxiety Scale individually, the mean score for speaker-focused anxiety is \(\:\stackrel{-}{X}\) =30.17, the mean score for environment-focused anxiety is \(\:\stackrel{-}{X}\) =16.23, and the mean score for the speech psychology subscale is \(\:\stackrel{-}{X}\) =7.39. The average total score obtained by participants on the Communication Skills Scale was found to be \(\:\stackrel{-}{X}\) =118.68. When examining the subscales of the Communication Skills Scale, the mean score for the competence subscale was \(\:\stackrel{-}{X}\) =42.16, the mean score for the discouragement subscale was \(\:\stackrel{-}{X}\) =32.67, the mean score for the body language subscale was \(\:\stackrel{-}{X}\) =19.87, and the mean score for the dignification subscale was \(\:\stackrel{-}{X}\) =23.98. Finally, the average of the total scores obtained by the participants on the Berkeley Expressivity Questionaire was found to be \(\:\stackrel{-}{X}\) = 67.20. When examining the subscales of the Berkeley Expressivity Questionaire, the mean score for the emotional expressivity subscale was found to be \(\:\stackrel{-}{X}\) =32.21, the mean score for the impulse strength subscale was found to be \(\:\stackrel{-}{X}\) =27.23, and the mean score for the masking subscale was found to be \(\:\stackrel{-}{X}\) =7.76. Based on the total scores, it is understood that participants' levels of listening anxiety, speaking anxiety, emotional expression, and communication skills are at a moderate level. In the calculations related to the subscales of the scales, participants expressed the most speaker-focused anxiety (= 30.17) among the speaking anxiety subscales; the competence subscale of communication skills (= 42.16) and the emotional expressivity type of emotional expressions (= 32.21) from the emotional expression subscales. Although the skewness and kurtosis values for all variables were found to be within the ±2 range, it is possible to state that the values are within an acceptable range and follow a normal distribution. The study also examined whether listening anxiety, speaking anxiety, emotional expression, and communication skill levels differed according to gender. As a result of normality test analyses for the total Listening Anxiety score, total Communication Skills score and subscale scores, and total Emotion Expression score and sub-dimension scores, it was observed that the relevant scores did not show a normal distribution according to gender subcategories. Therefore, the Mann Whitney U test, which is the nonparametric equivalent of the t-test for independent samples, was applied to these groups. In addition, although it was determined that the total score for Speaking Anxiety and the subscale scores showed a normal distribution in both gender subcategories, the t-test result for independent samples was examined for these scores. Table 3 presents the results of the t-test for independent groups comparing the total speaking anxiety score and subscale scores according to gender. Table 3 Comparison of total Speaking Anxiety scores and subscale scores by gender Group N M SD Mean Difference t df p SA Total Women Male 340 87 54.61 50.61 15.77 16.36 4.00 2.10 425 .037* SA Speaker-focused Female Male 340 87 30.55 28.70 8.89 8.93 1.85 1.73 425 .084 SA Environment-focused Women Male 340 87 16.57 14.92 5.42 5.61 1.65 2.46 130.12 .015* SA Speech psychology Female Male 340 87 7.50 6.99 2.75 2.85 .51 1.53 425 .127 *p< .05 Table 3 shows that total speaking anxiety scores differ significantly according to gender. Although the difference favours female participants, it is possible to say that female participants have significantly higher levels of speaking anxiety than male participants (t(425) = 2.10, p< .05). In addition to this result, it can be seen that the subscale scores of speaking anxiety, which are ‘environment-focused,’ also differ significantly according to gender. The difference is again in favour of female participants (t(130.12) = 2.46, p< .05). In this case, it is possible to say that female participants have significantly higher total speaking anxiety levels and environment-focused speaking anxiety levels than male participants. The other subscale scores of speaking anxiety do not appear to differ significantly according to gender. Table 4 presents the results of the Mann Whitney U analysis of listening anxiety, communication skills, and total emotion expression scores and subscale scores according to gender. Table 4 Comparison of Total Scores and Subscale Scores for Listening Anxiety, Emotion Expression, and Communication Skills by Gender Variable Sex N Mean Rank Sum of Ranks z p LA Total Female Male Total 340 87 427 215.21 209.26 73,172.50 18,205.50 − .402 .688 CS Total Women Male Total 340 87 427 208.03 237.34 70,729.00 20,649.00 -1,978 .048* CS Competence Female Male Total 340 87 427 205.10 248.79 69,733.00 21,645.00 -2,951 .003* CS Discouragement Female Male Total 340 87 427 210.56 227.45 71,590.00 19,788.00 -1.14 .254 CS Body language Female Male Total 340 87 427 215.93 206.48 73,414.50 17,963.50 -0.643 .520 CS Dignification Female Male Total 340 87 427 214.57 211.78 72,953.00 18,425.00 -0.189 .850 BEQ Total Female Male Total 340 87 427 226.79 164.01 77,109.00 14,269.50 -4,235 .000* BEQ Emotional Expressivity Female Male Total 340 87 427 224.33 173.61 76,273.50 15,104.50 -3,423 .001* BEQ Impulse Strength Female Male Total 340 87 427 231.57 145.33 78,734.50 12,643.50 -5,825 .000* BEQ Masking Female Male Total 340 87 427 208.07 237.17 70,744.50 20,633.50 -1,983 .047* *p .05). Looking at the rank averages, there was a significant difference between genders in all dimensions of participants' total emotion expression scores (z = -4.235, p< .05) and subscales: emotional expressivity (z = -3.423, p< .05), impulse strength (z = -5.825, p< .05), masking (z = -1.983, p< .05). In these rank averages, a significant difference in favour of women was observed in the total emotion expression score (226.79), emotional expressivity subscale score (224.33), and impulse strength subscale scores (231.57) indicate a significant difference in favour of women, while the masking subscale score (237.17) shows a significant difference in favour of men. A significant difference was observed between total communication skills scores based on gender (z=-1.978, p< .05). Considering the rank averages, male participants' total score (237.34) was higher than female participants' score (208.03). A significant difference based on gender was found only in the competence subscale of communication skills (z=-2.951, p< .05). Male participants' competence subscale score (248.79) was significantly higher than female participants' score (205.10). Within the scope of the research, the relationship between the total listening anxiety score, total speaking anxiety score and subscale scores, total emotional expression score and subscale scores, and the total communication skills score and subscale scores of the study's predicted variable was also investigated. In this regard, the relationship values between the variables are presented in Table 5 . Table 5 The Relationship Between Listening Anxiety, Speaking Anxiety, Emotion Expression, and Communication Skills 1 2 3 4 5 6 7 8 9 10 11 12 13 14 1. SA Total - 2. LA total ,703** - 3. CS Total -,057 0.062 - 4. BEQ Total ,118* ,196** ,108* - 5.CS competence -,479** -,327** ,609** ,101* - 6. CS discouragement ,443** ,469** ,536** -,049 -,162** - 7. CS body language -,183** -,149** ,578** ,183** ,350** -,114* - 8. CS dignification -271** -,219** ,570** ,151** ,432** -,189** ,755** - 9. SA Speaker-focused ,959** ,643** -,063 ,079 -,493** ,438** -,181** -,254** - 10. SA Environment- Focused ,925** ,660** -,049 ,148** -,434** ,387** -,125** -,239** ,802** - 11. SA Speech Psychology ,835** ,667** -,028 ,134** -,309** ,376** -,226** -,267** ,714** ,760** - 12.BEQ emotional expressivity ,101* ,216** ,101* ,913** ,098* -,003 ,110* 0.086 ,063 ,121* ,140** - 13.BEQ impulse strength ,071 ,115* ,089 ,885** ,082 -108* ,243** ,208** 0.035 ,117* 0.066 ,681** - 14. BEQ masking ,137** ,091 ,040 ,321** ,030 ,008 ,039 ,030 ,135** ,120* ,116* ,092 ,159** - **p < .01, *p < .05 The data relating to Table 5 are presented at the end of the article, taking into account the space occupied by the table. Upon examining Table 5 , it was determined that there was a very low level of correlation between the total score for communication skills, which was the dependent variable of the study, and the total scores for the independent variables of speaking anxiety (r= -0.057), listening anxiety (r = 0.062), and emotional expression (r = 0.108). As the correlation values between the dependent variable and the independent variables were below .20, the relevant variables were not included in the regression process. The study's predicted variable, communication skills subscales, had a competence score and total speaking anxiety score (r=-.479, p < .01); speaking anxiety subscales had speaker-focused anxiety (r=-. 493, p < .01), environment-focused anxiety (r=-.434, p < .01), speech psychology (r=-.309, p < .01) and the total listening anxiety score (r=-.327, p < .01). There is also a very low, positive, and significant relationship between the competence score and the total emotional expression score (r = .101, p < .05) and its subscale emotional expressivity (r = .098, p < .05). The communication skills scale subscale discouragement score correlated with the total speaking anxiety score (r = .443, p < .01); the speaker-focused anxiety subscale of speaking anxiety (r = .438, p < .01), environment-focused anxiety (r = .387, p < .01), speech psychology (r = .376, p < .01) and the total listening anxiety score (r = .469, p < .01). In addition, a very low, negative, and significant relationship was observed between the discouragement subscale score and the emotional expression subscale's impulse strength (r=-.108, p < .05). Another predictor variable in the study was the communication skills body language subscale score with the total speaking anxiety score (r=-.183, p < .01); the speaker-focused anxiety subscale of speaking anxiety (r=-. 181, p < .01), environment-focused anxiety (r=-.125, p < .01), speaech psychology (r=-.226, p < .01) and the total listening anxiety score (r=-.149, p < .01). A low, positive, and significant correlation was also found between the body language subscale and the impulse strength subscale of the emotion expression subscale (r = .243, p < .01). Finally, dignification subscale score for communication skills correlated with the total speaking anxiety score (r = -0.271, p < 0.01); the subscale scores for speaker-focused anxiety (r = -0.254, p < 0.01), environment-focused anxiety (r = -0. 239, p < .01), speech psychology (r=-.267, p < .01), and the total listening anxiety score (r=-.219, p < .01). A low, positive, and significant correlation was also found between the evaluation subscale and the impulse strength subscale of the emotion expression subscales (r = .208, p < .01). The study also examined whether the variables in the research had an effect on the total and sub-scores for communication skills. Participants' total scores on the Listening Anxiety Scale and the total score on the Speaking Anxiety Scale and its subscales (speaker-focused, environment-focused, and speech psychology scores), and the total score on the Berkeley Expressivity Questionaire, and its subscales (emotional expressivity, impulse strength, and masking scores) on the total communication skills score and subscale scores are presented below. Within the scope of the study, the correlation between the total communication skills score, determined as the dependent variable, and the total emotional expression score and subscale scores, determined as one of the independent variables, was also examined. At the end of the examination, it was determined that the correlation between the total communication skills score and the total emotional expression score (r = .108) and the emotional expressivity subscale score (r = .101) was positive, significant, and very low. Based on the knowledge that a correlation value below .20 indicates a very weak relationship between variables (Guilford, 1956; cited in Tan, 2016 ), the risk that these variables, which have a very weak correlation with the dependent variable, may not provide accurate information in the prediction process (Tan, 2016 ) and the relevant variables were not included in the regression process. Therefore, the total communication skills score was not considered as a predicted variable. Multiple linear regression analyses were presented only with the communication skills subscales of competence, dicouragement, body language, and dignification as the predicted variables. The analyses were conducted between the subscale scores of listening anxiety and speaking anxiety and the subscale scores of communication skills. Table 6 shows the multiple linear regression results where the competence subscale of communication skills was considered as the predicted variable. Table 6 Multiple Linear Regression Results with the "Competence" Subscale of Communication Skills as the Predicted Variable Variable B Std. Error β t p Zero Order Partial R Constant 56,099 1,357 41,326 .000 Speaker-focused − .407 .068 -0.446 -6,020 .000 − .493 -0.281 Environment-focused − .277 .118 − .187 -2.346 .019 − .434 − .113 Speech psychology .509 .205 .173 2,476 .014 − .309 .120 Listening anxiety -0.020 .038 − .032 − .528 .598 − .327 − .026 R = 0.508 R 2 = 0.258 F (4.422) = 36.691 p < .05 Table 6 shows that the scores for the subscales of speaker-focused anxiety, environment-focused anxiety, speech psychology, and listening anxiety together significantly predict the communication skill competence subscale score (R = 0.508, R² = 0.258, p < .05). Together, these variables explain approximately 26% of the total variance in communication skill competence level. According to the standardised regression coefficient (β), the relative order of importance of the predictor variables on competence is: speaker-focused anxiety (β = -0.446), environment-focused anxiety (β = -0.187), speech psychology (β = 0.173), and listening anxiety (β = -0.032). Consequently, it is seen that the level of communication skills competence is predicted negatively by speaker-focused anxiety and environment-focused anxiety, and positively by speech psychology. When participants' speaker-focused anxiety scores increase by 1 unit, their communication skills competence scores decrease by .407 units; when their environment-focused anxiety scores increase by 1 unit, their communication skills competence scores decrease by .277 units; and when their speech psychology scores increase by 1 unit, their communication skills competence scores increase by .509 units. When examining the t-test results regarding the significance of the regression coefficients, it is seen that speaker-focused anxiety, environment-focused anxiety, and speech psychology are significant predictors of the communication skills competence sub-dimension, but the listening anxiety variable is not a significant predictor and does not have a significant effect on the communication skills competence sub-dimension. Table 7 presents the results of multiple linear regression in which the subscale of communication skills was treated as the predicted variable. Table 7 Multiple Linear Regression Results with the "Discouragement" Subcale of Communication Skills as the Predicted Variable Variable B Std.Error β t p Zero Order Partial R Constant 11,031 1,886 5,850 .000 Speaker-focused .317 .094 .251 3,372 .001 .438 .162 Environment-focused − .067 .164 − .033 − .409 .683 .387 − .020 Speech psychology .017 .285 .004 .060 .952 .376 .003 Listening anxiety .287 .053 .326 5.379 .000 .469 .253 R = 0.501 R 2 = 0.244 F (4.422) = 35.445 p < 0.05 As shown in Table 7 , it is seen that the subscales of speaking anxiety, speaker-focused anxiety, environment-focused anxiety, speech psychology, and listening anxiety together significantly predict the communication skill barrier subscale score (R = 0.501, R² = 0.244, p < .05). Together, the relevant variables explain approximately 25% of the total variance in communication skill barrier level. According to the standardised regression coefficient (β), the relative order of importance of the predictor variables on competence is: listening anxiety (β = .326), speaker-focused anxiety (β = .251), environment-focused anxiety (β = − .033), and speech psychology (β = .004). Consequently, communication skills discouragement levels are positively predicted by speaker-focused anxiety and listening anxiety. When participants' speaker-focused anxiety scores increase by 1 unit, communication skills discouragement scores increase by .317 units, and when listening anxiety scores increase by 1 unit, communication skills discouragement scores increase by .287 units. When examining the t-test results regarding the significance of the regression coefficients, it is seen that the variables of listening anxiety and speaker-focused anxiety are significant predictors in a positive direction on the discouragement subscale of communication skills, while the variables of environment-focused anxiety and speech psychology are not significant predictors and do not have a significant effect on the communication skill discouragement subscale. Table 8 presents the results of the multiple linear regression analysis in which body language, another subscale of communication skills, is considered as the predicted variable. Table 8 Results of Multiple Linear Regression Analysis with Communication Skill "Body Language" Subscale as the Predicted Variable Variable B Std. Error β t p Zero Order Partial R Constant 22,634 .805 28,123 .000 Speaker-focused − .069 .040 − .144 -1.725 .085 -0.181 -0.084 Environment-focused .158 .070 .202 2.259 .024 − .125 .109 Speech psychology − .419 .122 − .271 -3.444 .001 − .226 − .165 Listening anxiety − .003 .023 − .009 − .134 .893 − .149 − .007 R = 0.252 R 2 = 0.063 F (4.422) = 7.127 p < .05 Table 8 shows that the subscales of speaking anxiety, namely speaker-focused anxiety, environment-focused anxiety, speech psychology, and listening anxiety, together significantly predict the communication skill body language subscale score (R = 0.252, R² = 0.063, p < .05). Together, these variables explain approximately 6.3% of the total variance in communication skills body language level. According to the standardised regression coefficient (β), the relative order of importance of the predictor variables on communication skills body language is: speech psychology (β = -0.271), environment-focused anxiety (β = 0.202), speaker-focused anxiety (β = -0.144), and listening anxiety (β = -0.009). Consequently, it is observed that the communication skills subscale of body language level is predicted negatively by speech psychology and positively by environment-focused anxiety. When participants' environment-focused anxiety scores increase by 1 unit, communication skill discouragement scores increase by .158 units, and when speech psychology scores increase by 1 unit, communication skill barrier scores decrease by .419 units. When participants' environment-focused anxiety scores increase by 1 unit, communication skill discouragement scores increase by .158 units, and when speech psychology scores increase by 1 unit, communication skill discouragement scores decrease by .419 units. When examining the t-test results regarding the significance of the regression coefficients, it is seen that the variables of environment-focused anxiety and speech psychology are significant predictors of the body language subscale of communication skills, while the variables of speaker-focused anxiety and listening anxiety are not significant predictors and do not have a significant effect on the body language subscale of communication skills. Table 9 shows the results of the multiple linear regression analysis where the communication skill dignification subscale is considered as the predicted variable. Table 9 Results of Multiple Linear Regression Analysis with Communication Skill "Dignification" Subscale as the Predicted Variable Variable B Std. Error β t p Zero Order Partial R Constant 28,277 .837 33,792 .000 Speaker-focused − .059 .042 -0.116 -1.410 .159 − .254 -0.068 Environment-focused − .002 .073 − .002 − .021 .983 − .239 − .001 Speech psychology − .254 .127 − .156 -2.002 .046 − .267 − .097 Listening anxiety − .014 .024 − .039 − .578 .564 − .219 − .028 R = 0.283 R 2 = 0.08 F (4.422) = 9.193 p < .05 As seen in Table 9 , it is seen that the subscales of speaking anxiety, speaker-focused anxiety, environment-focused anxiety, speech psychology, and listening anxiety together significantly predict the communication skill dignification subscale score (R = 0.283, R 2 = 0.08, p < .05). Together, these variables explain approximately 8% of the total variance in communication skills dignification level. According to the standardised regression coefficient (β), the relative order of importance of the predictor variables on the communication skills dignification subscale is speech psychology (β = -0.156), speaker-focused anxiety (β = -0.116), listening anxiety (β = -0.039), and environment-focused anxiety (β = -0.002). Consequently, it is observed that the level of dignification communication skills is negatively predicted by speech psychology. When participants' speech psychology score increases by 1 unit, their communication dignification valuation scores decrease by .254 units. When examining the t-test results regarding the significance of the regression coefficients, it is seen that the speech psychology variable is a significant predictor of the communication skills dignification subscale, while speaker-focused anxiety, environment-focused anxiety, and listening anxiety are not significant predictors and do not have a significant effect on the communication skills dignification subscale. 5. Discussion The findings were discussed in order according to the research questions. While discussing the second research question, the relationship between the predicted variable and its subscales and other variables was examined; while discussing the third research question, the variables included in the multiple linear regression were addressed. The analysis results of the first research question revealed that female prospective teachers' mean total scores for speaking anxiety were higher than those of males. A similar finding has also been encountered in other studies conducted with prospective teachers (Suroğlu Sofu, 2012 ; Katrancı & Kuşdemir, 2015 ; Tolun & Güvey Aktay, 2020 ; Demir, 2023b ; Lintner & Belovecová, 2024 ). However, there are also studies where no significant difference was found between prospective teachers' speaking anxiety levels and their gender (Harmandar Demirel, Serdar, Uludere & Karakaş, 2017 ; Gömleksiz & Koç Deniz, 2019 ; Karalı, Şahin, Şen & Aydemir, 2021 ; Cin Şeker & Yücel Çetin, 2023 ; Šifrar Kalan & Pavlič, 2024 ). It has also been determined that the environment-focused anxiety levels of female prospective teachers are higher than those of males. However, scores for the speaker-focused and speech psychology subscales did not show a significant difference by gender. These findings indicate that female prospective teachers experience more anxiety about speaking compared to males, but that this anxiety is mostly environment-focused. It is possible to say that female prospective teachers experience anxiety particularly stemming from the environment and the speaking setting. This could be considered an indication that, when starting the profession, they may be sensitive to the environment and to responses and obstacles that may come from there. Due to the roles attributed to men by society's cultural norms, and the self-confidence and self-efficacy beliefs placed upon them, it is an expected situation for their anxiety to be lower compared to that of women. Lintner & Belovecová ( 2024 ) state that women encounter stereotypes that question themselves and their competence in public and professional spheres, that these social norms may cause anxiety about speaking due to the fear of confirming the negative stereotypes they face, and that this situation can increase the pressure and anxiety associated with public speaking. Similar to this finding of the research, Baki and Kahveci ( 2017 ) concluded in their research that female participants' scores were higher than males' in speaking anxiety and its subscales, environment-focused speaking anxiety; however, there was no significant difference in speaker-focused anxiety and speech psychology. Şen ( 2017 ), on the other hand, found in their study that there was no significant difference by gender in speech anxiety, speaker-focused, and environment-focused anxiety levels, but that there was a significant difference in speech psychology. As can be seen, the results obtained in the literature vary. These differing results suggest that cultural norms may change over time and depending on the sample group. It is noteworthy that there is no significant difference in total listening anxiety scores based on gender. It can be said that female prospective teachers may experience more anxiety when speaking than males, but the anxiety they experience while listening is not quantitatively different from that experienced by males. Kim ( 2000 ) concluded that university students' listening anxiety is independent of gender. Contrary to this finding, Maden & Durukan (2016) and Maden ( 2021 ) found that female prospective teachers' listening anxiety was higher than that of males. As seen, the results vary according to time and sample group. Although it is thought-provoking that no significant difference was found in this study based on gender and that different results were obtained in studies in the literature, it may be necessary to examine this issue in depth using a similar sample. While it is stated that listening anxiety is an anxiety experienced by individuals in listening situations they have not encountered before (Maden & Durukan, 2016), it is possible to say that this anxiety is influenced more by listening experience than by gender. This perspective explains why listening anxiety does not vary according to gender. Another finding is that female prospective teachers' total emotional expression scores and emotional expressivity and impulse strength subscale scores are higher than male participants' average scores. While Kring & Gordon ( 1998 ) found that gender roles created a significant difference in group differences only in expressive power, Deng & Zheng ( 2003 ) concluded in their study that male university students' emotional expression scores were lower than those of female university students. Chaplin ( 2014 ) also concluded in his research that there was a significant difference in favor of women in emotional expression and stated that women internalize positive emotions and negative emotions such as sadness more and exhibit more emotional expression. Similarly, Fisher ( 2000 ) stated that women express their emotions more intensely than men. Davis, Greenberger, Charles, Chen, Zhao & Dong ( 2012 ) reported that women have higher emotion levels and respond more intensely. As seen, similar results have been reached in studies in the field. It can be said that the intense experience of emotions and the compulsion to express them in women is related to impulse control. This is because impulse control can be defined as the intense emotions experienced by an individual compelling them to express themselves (Tunay Akan & Barışkın, 2017 ). Therefore, it can be seen that the expression of emotions in women is more concentrated in emotional expressivity and impulse strength, which can be defined as "the spontaneous expression of emotions" (Tunay Akan & Barışkın, 2017 ). Thus, this finding may indicate that female prospective teachers will be able to express themselves and their emotions more comfortably when they start their careers and communicate more openly with their students. Teachers who can communicate openly and effectively with their students can facilitate teaching and, at the same time, enable their students to gain the ability to express their emotions comfortably. The study also found that the mean score for the subscale of masking differed significantly in favor of males. McCormick & Shields ( 2016 ) note that gender differences in emotional expression are intertwined with gender-based expectations and socialization processes. Brody ( 2001 ) highlights that parenting style and family structure emerge as significant forces in the formation of gender differences in emotional expression; that expressing emotions varies greatly from situation to situation and culture to culture; questions the importance of gender roles in the family, peer group, or culture in general, and the dependence of emotional expression on a range of characteristics such as cultural background, power, and status, because men and women use different patterns of emotional expression to adapt to power and status imbalances. There are also studies that explain communication skills between women and men in terms of gender roles and cultural differences (Uchida, 1997 ; Jones, 1999 ). Matsumoto ( 2006 ) states that members of collectivist cultures initially produce fewer emotions and seek less emotionally arousing situations compared to individualistic cultures. Although it has been noted that individualistic and collectivist traits have coexisted in Turkey in recent years (Şah & Şah, 2022 ), it is a male-dominated society with entrenched gender roles and a sexist approach, where qualities such as power and status are attributed to men (Tire, 2017 ; Ergül Güvendi, 2023 ), it is expected that male prospective teachers who grow up or are raised in such a society will have high concealment scores, which are defined as "the inconsistency between internal experience and its expression" (Tunay Akan & Barışkın, 2017 : 44). In fact, this situation can also be accepted as an indication that the society has more collectivist characteristics. It is thought that male prospective teachers may experience difficulties in their social and professional lives because they express their emotions less spontaneously than women, cannot convey their intense emotions, and even tend to camouflage their emotional experiences when expressing them. The analysis also revealed that male prospective teachers had a higher average total score for communication skills than females. However, Dilber & Akhan ( 2019 ) found in their research that female prospective teachers had higher communication skill levels than males only in terms of body language. There are many studies in the literature that contradict the findings of this study and conclude that female prospective teachers have higher communication skill levels (Çuhadar, Özgür, Akgün, & Gündüz, 2014 ; Ocak & Erşen, 2015 ; Milli & Yağcı, 2017 ; Kaya, Çiftçi & Gökdemir, 2019 ; Özerbaş, Bulut & Usta, 2007 ; Uygun & Arıkan, 2019 ). Although gender is considered an important variable in communication (Korkut Owen & Bugay, 2014 ), it is also possible to find research results that do not reveal a significant difference in the communication skill levels of female and male prospective teachers (Dilekman, Başçı & Bektaş, 2008 , Güleç & Ertuğrul, 2012; Elkatmış & Ünal, 2014 ; Tutkun, 2015 ; Rodriguez Fuentes, Ayllon Blanco, Gallego Ortega & Gomez Perez, 2017; Can & Bozgün 2021 ). The studies show that different results are obtained depending on the gender variable. While this makes generalization difficult, the fact that male participants' communication skills were higher, unlike other research findings in the literature, may indicate that men's communication skills have improved relative to women over the years and as the sample group has changed. The study also determined that the average score for the competence dimension of communication skills was higher for male participants. No significant differences were found in the other subscales. Competence in communication skills is related to self-confidence (Akkuzu and Akkaya, 2014 ). Therefore, it can be interpreted that the self-confidence instilled in them in a male-dominated community and the inability of women to socialize sufficiently are related to this situation, and that it is expected for male prospective teachers to have higher levels of communication competence than women. In line with the second research question, a moderate, negative, and significant relationship was determined between prospective teachers' competence scores on the communication skill subscales, which were the predicted variables of the study, and their total speaking anxiety scores, speaker-focused anxiety, environment-focused anxiety, and speech psychology scores on the speaking anxiety subscales, and their total listening anxiety scores. This moderate relationship indicates that the variables are important for each other. It is possible to say that as prospective teachers' communication skill competence scores increase, their anxiety will decrease, or as their scores decrease, their anxiety will increase. Although it has been previously stated that competence in communication skills is related to an individual's self-confidence, it should be emphasized that this self-confidence encompasses the areas of emotion, consciousness, and language (Akkuzu and Akkaya, 2014 ). An individual's self-confidence in these areas will ensure that their anxiety is low and that they can communicate effectively with other individuals in different communication situations. Therefore, this finding of the study suggests that when prospective teachers do not experience high levels of anxiety, they can communicate more confidently and effectively, which may influence their ability to teach effectively. According to Wood & Bandura ( 1989 ), self-confidence is a prerequisite for success and the ability to exert control over events in order to achieve desired goals. It is possible to say that the speaker's anxiety stems from both themselves and their surroundings, the environment in which they are speaking (Lintner & Belovecová, 2024 ). Individuals may experience feelings of tension, anxiety, excitement, and similar emotional states when speaking in front of another individual or a group. These emotional states may stem from the physical characteristics of the environment, unfamiliar individuals in the setting, crowds, or authority figures. However, the higher an individual's communication skills, the less anxiety they will experience about themselves and their surroundings, allowing them to express themselves more comfortably and effectively. There are also studies that conclude that the ability to express one's thoughts and feelings accurately and effectively is inversely proportional to speech anxiety (Karahan, 2018 ; Cin Şeker & Yücel Çetin, 2023 ). Individuals with high communication competence can cope more easily with anxiety arising from their environment and resist stress in the environment. Experiencing certain negative psychological states such as anxiety, stress, and fear also negatively affects their self-confidence. A similar situation applies to listening anxiety. A lack of communication competence in an individual may cause them to feel anxious about not being able to understand what the other person is saying, being distracted, misunderstanding, or not being able to respond. Another finding is that there is a moderate, positive, and significant relationship between the discouragement score, which is another subscale of communication skills, and the total and subscales of speech anxiety, speaker-focused anxiety, environment-focused anxiety, speech psychology scores, and the total listening anxiety score. This moderate relationship indicates that the variables are important for each other. It is possible to say that as prospective teachers' communication skill discouragement scores increase, their anxiety will increase, or as their scores decrease, their anxiety will decrease. In other words, the level of communication discouragement and the listening anxiety, speaking anxiety, and subscale scores change together. This may indicate that prospective teachers can effectively convey what they want to communicate in the teaching process when they do not experience anxiety and do not encounter any communication barriers; conversely, in the opposite situation, they may not be able to effectively carry out the process, and communication problems may arise between them and their students. Communication barriers (discouragement) can be classified as physical, psychological, educational, or cultural barriers (Button & Rossera, 1990 ). Mete ( 2021 ) also states in his research that there are communication barriers arising from individual, psychological, and social barriers, as well as gender differences, education, anxiety, prejudice, cultural differences, and social status. Akkaya ( 2013 ) also determined in their research that prospective teachers have speech problems stemming from psychological reasons (inability to speak in front of a group, inability to speak in close relationships), speech hesitation, inability to focus on speaking, and physical reasons. Therefore, speaking anxiety is one of the most common barriers to clear and effective communication (Richmond & McCroskey, 1998 ). Considering the causes of these barriers, it is also likely that individuals will begin to feel anxious when they encounter a barrier while using their communication skills. In situations where there is a communication barrier, the individual may become sensitive to their surroundings, perceive elements originating from their surroundings as risks, and experience anxiety during speaking. Similarly, barriers encountered by the listener during communication, such as not being able to understand what the other person is saying, inability to focus, and distraction, may cause the listener to experience anxiety-related emotional states and prevent them from responding to what is being said. According to the third research question, the analysis results show that the levels of teacher candidates' speaking anxiety subscales, such as speaker-focused anxiety, environment-focused anxiety, and speech psychology, together with their levels of listening anxiety, affect the level of the communication skill competence subdimension. Twenty-six percent of the variability in the competence dimension scores is explained by the scores of the relevant variables. Looking at the levels of prediction, they can be ranked from highest to lowest as speaker-focused anxiety, environment-focused anxiety, speech psychology, and listening anxiety. The level of communication skills competence is predicted negatively by speaker-focused and environment-focused anxiety and positively by speech psychology. In other words, this finding shows that as prospective teachers' anxiety levels increase regarding how they will react when speaking in front of others or a crowd and how they will cope with factors arising from their environment, such as judgments, pressures, or stress, their self-confidence will decrease. An individual's relationship with their social environment will affect their perceptions of competence. Therefore, although the effect of environment-focused anxiety is less than that of speaker-focused anxiety, it is thought to negatively affect communication competence. The positive effect of speech psychology can be explained by the fact that it enables prospective teachers to communicate while feeling more comfortable and carefree, without experiencing negative emotions such as embarrassment and fear, thereby increasing their communication competence. However, it should also be noted that speaker- and environment-focused anxiety have a greater impact than speech psychology at this point, and therefore this positivity may not be sufficiently reflected in communication competence. Listening anxiety, on the other hand, is not a meaningful predictor of communication competence. This finding indicates that listening anxiety alone does not significantly affect competence levels but can be explained in conjunction with other variables. This presents an area that requires further attention and research. Communication competence is a fundamental competence for teachers (Zlatić, Bjekić, Marinković & Bojović, 2014 ). Therefore, it is important to develop strategies or training based on specific skills that support the prevention or reduction of anxiety (Wagner, Pereira & Oliveira, 2014 ). Espinar-Álava ( 2019 ) also emphasizes that university students' stage fright suppresses communication competence and is one of the fundamental difficulties, stating that promoting communication competence will enable them to express themselves without obstacles by controlling their fear. Communicative competence is one of the most important competencies that teachers need to acquire and develop during their training and is a fundamental component of professional and personal orientation (Catalona & Catalona, 2018; Bjekić, Zlatić & Bojović, 2020 ). In other words, teachers' ability to communicate effectively is among their professional competencies. This competency is also explicitly stated in the General Professional Competencies for Teachers prepared by the Ministry of National Education (MEB, 2017). Teachers with developed communication competencies are more effective in all parts of the teaching process (Bjekić, Zlatić & Bojović, 2020 ). Iyamu & Isegun (2009) also stated in their research that teachers' communication competency is a strong factor in effective teaching and learning. Another finding shows that prospective teachers' levels of speaker-focused, environment-focused anxiety, and speech psychology, which are subscales of speech anxiety, together with their levels of listening anxiety, affect the level of the communication skill discouragement subscale. Approximately 25% of the variance in the discouragement dimension scores is explained by the scores of the relevant variables. Looking at the levels of prediction, they can be ranked from highest to lowest as listening anxiety, speaker-focused anxiety, environment-focused anxiety, and speech psychology. The level of communication skill discouragement is positively predicted by listening anxiety and speaker-focused anxiety. In other words, it can be said that as participants' listening and speaker-focused anxiety increases, communication discouragement will also increase. Since listening anxiety predicts the level of discouragement with the highest positive effect, it indicates that teacher candidates may encounter this type of barrier in their interactions with their social environment. As a result of feeling hesitation and fear towards the act of listening, the prospective teacher may develop a negative attitude towards listening (Maden and Durukan, 2016), and this may create a barrier for them while fulfilling the receiver role in communication. Listening anxiety plays a major role in communication skills, which are among the professional competencies of teachers (Horwitz, Horwitz & Cope, 1986 ). Although not as much as listening anxiety, it is possible to say that anxiety originating from the speaker can also create communication barriers. The speaker may feel anxious and stressed while speaking, which may cause them to become sensitive to their surroundings and encounter communication barriers. However, environment-focused anxiety and speech psychology are not meaningful predictors of communication discouragement. Therefore, it can be said that environment-focused anxiety and speech psychology do not have a direct effect on the level of discouragement, but they do have an effect in conjunction with other variables and require further analysis. The third finding of the research question is that the levels of prospective teachers' speech anxiety subscales, such as speaker-focused, environment-focused anxiety, and speech psychology, together with their levels of listening anxiety, affect the communication skill dignification subscale level. These variables together explain 8% of the variance in the dignification score, indicating that they have a limited explanatory power. Looking at the levels of prediction, they can be ranked from highest to lowest as speech psychology, speaker-focused anxiety, listening anxiety, and environment-focused anxiety. The level of valuing is negatively predicted by speech psychology. Prospective teachers who experience anxiety may be afraid of saying something wrong, may think they will be misunderstood or belittled. This may cause them to develop negative attitudes and prejudices towards the individuals they are addressing. In other words, it can be said that as prospective teachers' negative attitudes, anxiety, tension, stress, fear, etc. increase, the value they place on the individual or individuals they are addressing will decrease. This can limit their empathetic orientation in social interactions. Therefore, providing prospective teachers with the necessary strategies to reduce their anxiety stemming from psychological causes will both regulate their social relationships and facilitate the development of empathy skills (MEB, 2017), which are essential for a teacher's professional competence. This is because empathy can be developed through education (Cotton, 1992 ). If teachers can demonstrate empathy through this education, their students will be able to learn more quickly in the empathetic environment they create (Rogers, 1975 ). Speaker- and environment-focused anxiety, as well as listening anxiety, are not meaningful predictors. This indicates that even if individuals experience anxiety related to these variables, it does not significantly affect the level of dignification others in the communication process; however, it does have an effect in conjunction with speech psychology. Another finding is that the levels of prospective teachers' speech anxiety subdscales—speaker-focused, environment-focused anxiety, and speech psychology—along with their listening anxiety levels jointly affect the level of the body language subscale of communication skills. The fact that it explains 6.3% of the variance in body language scores indicates that it has a limited explanatory power. Looking at the levels of prediction, they can be ranked from highest to lowest as speech psychology, environment-focused anxiety, speaker-focused anxiety, and listening anxiety. Body language is predicted positively by environment-focused anxiety and negatively by speech psychology. Environment-focused anxiety, stemming from environmental factors, may be an indicator that it increases participants' skill levels in using body language in social interactions. It can also be said that speech psychology, which has the highest impact, may cause prospective teachers to be unable to use body language effectively as they experience psychological states such as anxiety, stress, and tension. The fact that speaker-focused anxiety and listening anxiety are not significant predictors shows that even if prospective teachers experience such anxieties, this does not have a significant effect on body language. In conclusion, the low effect of listening anxiety and its lack of meaningful prediction suggests that it plays a limited role in communication dimensions such as body language and dignification. However, it seems to be related to prospective teachers perceiving listening as a passive process rather than an active one. 6. Conclusion This study reveals the relationships between listening anxiety, speaking anxiety, and the levels of communication skills and expressing emotions among prospective teachers continuing their university education. In this research, structured in the correlational survey model of quantitative research approaches, when the effect of the gender variable is examined, female prospective teachers speaking anxiety and its subscale, environment-focused anxiety levels, and emotion expression and its subscales, emotional expressivity and impulse strength levels, are higher than males; while communication skills and its subscale competence, as well as the emotion expression subscale masking level, were higher in male candidates. No significant difference related to the gender variable was observed in the other subscales of these variables and in listening anxiety levels. These findings show that female prospective teachers experience more anxiety than males during speaking, but this anxiety stems more from the environment and the context of the conversation. Furthermore, having intense emotional states may compel them to express themselves impulsively. Male prospective teachers, on the other hand, have high communication skills but tend to hide their intense emotions rather than express them, which may cause them to experience difficulties in establishing emotional communication in their social and professional lives. It is also among the assessments that female prospective teachers may become sensitive to reactions from their environment and the obstacles they encounter. In this regard, awareness-based seminars focused on anxiety management and communication skills can be planned, targeting female prospective teachers, with the aim of reducing their environment-focused anxieties and developing their communication skills. In addition, psychoeducation groups based on expressing feelings can be created, in which all prospective teachers can be included, ensuring that prospective teachers participate in these processes. Furthermore, professional development and career counseling-focused activities can be carried out where they can be together and share with their professional roles. Romance and personal development books can be recommended and included in the scope of relevant courses. Policy makers should encourage efforts to change society's perception of stereotypical gender roles from a sociological perspective. Researchers should conduct studies to examine in greater depth the effects of the gender variable on anxiety, expression of emotions, and communication skills. These studies can contribute to the development of more effective strategies for gender equality in education. The study also found a moderate negative relationship between speaking anxiety and its subscales (speaker-focused anxiety, environment-focused anxiety, speech psychology levels), listening anxiety level, and the communication skill subdimension (competence level), and a moderate positive relationship between these and the discouragement level. This shows that when prospective teachers do not experience high levels of anxiety, they can communicate with students confidently and deliver effective teaching without feeling inhibited, considering that competence is also related to self-confidence. It is considered necessary for teacher educators and faculty administrators to prepare the physical and psychological environment to eliminate communication barriers, to implement practices in classes aimed at this, and to take the necessary measures to eliminate risk factors that may cause anxiety arising from the physical environment. Another finding of the study is that the levels of prospective teachers' speaking anxiety subscales—speaker-focused, environment-focused anxiety, and speech psychology—along with their listening anxiety levels, affected the levels of the dignification and body language subscales, even though they had a limited explanation ratio in terms of communication skill adequacy, obstacles, and limitations. The level of competence is negatively affected by speaker-focused and environment-focused anxiety and positively affected by speech psychology, which has less impact than other variables. Since listening anxiety is not a significant predictor of communication competence, it can only explain the level of competence in conjunction with other variables. Researchers believe that this is a topic that requires further investigation. These findings show that as prospective teachers' anxiety levels increase regarding how they will react to negative emotions such as worry, embarrassment, and fear while speaking, and factors arising from their environment, such as judgments in the environment or coping with stress, their perception of competence will decrease. Therefore, it is important to include strategies and training programs that support the prevention or reduction of such anxieties and that develop self-confidence in order to increase their communication competence during their training. Prospective teachers should be directed to internship programs and volunteer projects where they can interact with individuals from different social backgrounds and gain experience in communicating with the community. The level of anxiety is positively predicted by listening anxiety and speaker-focused anxiety. However, since environment-focused anxiety and speech psychology are not meaningful predictors, they do not have a direct effect on the level of anxiety. Therefore, it is thought that this should be studied in depth and analyzed further in future research. The fact that prospective teachers experience anxiety and fear originating from themselves during speaking and listening may hinder them in fulfilling the receiver and source roles in communication. Consequently, creating educational content that develops anxiety management strategies and active listening skills during the training process of prospective teachers will be beneficial in preventing communication barriers in their future professional lives. The level of appreciation is interpreted negatively by speech psychology. This finding suggests that as prospective teachers' anxiety, tension, stress, fear, etc. increase, the value they place on the individual or individuals in front of them will also decrease. With this idea, their empathic orientation in social interactions may also be limited. The necessary strategies and educational content to reduce their anxiety stemming from psychological reasons will enable them to regulate their social relationships and develop the empathy skills required of a teacher. Teacher trainers should increase prospective teachers' experiences in social interactions by organizing empathy-building activities and workshops. Speaker- and environment-focused anxiety and listening anxiety are not meaningful predictors. This shows that these three variables do not have a significant effect on the level of dignification. Body language level is predicted positively by environment-focused anxiety and negatively by speech psychology. This indicates that anxiety stemming from environmental factors increases participants' ability to use body language in social interactions, but psychological states such as stress, tension, and fear prevent the effective use of body language. Therefore, including courses in teacher training undergraduate programs that cover coping methods when prospective teachers encounter the specified psychological states will be useful in preventing communication problems arising from body language when they start their careers. Program developers should be prepared to include courses with such content in the program. The fact that speaker-focused anxiety and listening anxiety are not significant predictors indicates that these variables do not have a significant effect on body language. The finding that listening anxiety is not a significant predictor of body language and dignification necessitates that prospective teachers' be included in activities that will enable them to accept listening as an active action and be effective in this process. It should also be noted that the correlation between the level of communication skills, which was determined as the dependent variable in the study, and the level of emotional expression and its subscales, which were one of the independent variables, was also examined. As a very weak correlation was determined as a result of the examination, the aforementioned independent variables were not included in the regression process and were not considered as predictors of communication skills. Finally, researchers should address the variables covered in the study in the context of experiences and investigate the contributions of practical experiences to communication skills and professional competence. This will increase the professional competence of these prospective teachers and encourage the effective use of communication skills in educational settings. Furthermore, comparative studies on the subject in different countries will help to understand the effects of various teaching programs and education systems. 7. Limitations The most significant limitation of the study is that the data collected from prospective teachers is based on self-assessment. The fact that the data was obtained using scales and directly from the participants themselves limits the study to how they assessed themselves within the framework of these scales. Although the data collected via online forms was gathered from education faculties at universities in different provinces of Turkey, the majority of the sample consists of Turkish prospective teachers. This limits the generalizability of the results. Another limitation of this study is that it relies on measuring the relationships between prospective teachers' listening anxiety, speaking anxiety, and levels of emotional expression and communication skills, and does not include observations of classroom and group behaviors or interactions. To overcome this limitation, research plans could be developed to collect data from different individuals, such as academic advisors, course advisors, or peer advisors, who are responsible for the candidates in their roles as observers and evaluators. Furthermore, due to the research structure, it does not include qualitative findings and interpretations that would allow for a more detailed examination of prospective teachers' communication skills and related anxiety states and emotions. Considering that quantitative and qualitative data are two important elements that form the basis of a research study, the lack of a qualitative basis in this study can be seen as a significant limitation. Although the effects of gender were examined in the study, other socio-demographic variables and the possibility that these variables could produce different results among some subgroups were not taken into account. In particular, there is a need for more in-depth research on how prospective teachers' self-assessments change according to the time they spend reading books and on social media/social networking sites, as well as research that takes other socio-demographic variables into account. While the research findings aim to contribute to the decision-making processes of educators and policymakers, the difficulties and obstacles that may be encountered in the practical application of the findings have not been considered. Therefore, it is clear that more research is needed on the applicability of the results obtained. Declarations Data availability The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions. Funding This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Contributions All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by [Ebru Güç]and [İlke Altuntaş Gürsoy] and The first draft of the manuscript was written by [İlke Altuntaş Gürsoy] and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript. Ethics Declarations The authors [İlke Altuntaş Gürsoy and Ebru Güç] did not receive support from any organization for the submitted work. The authors [İlke Altuntaş Gürsoy and Ebru Güç] declare they have no financial interests. The authors [İlke Altuntaş Gürsoy and Ebru Güç] have no relevant financial or non-financial interests to disclose. The authors [İlke Altuntaş Gürsoy and Ebru Güç] have no competing interests to declare that are relevant to the content of this article. The authors [İlke Altuntaş Gürsoy and Ebru Güç] have no financial or proprietary interests in any material discussed in this article. Ethics approval and consent to participate Ethical approval for the study was granted by Siirt University Social and Human Sciences Scientific Research Ethics Committee (Date: 10.04.2025, Protocol No: 8918). The study was conducted in accordance with the Helsinki Declaration. The authors confirms that written informed consent was obtained from the participants in the study and the participants' voluntary participation was ensured. Consent for publication Not Applicable. Competing interests The authors declare no competing interests. References Akkaya A. The opinions of teacher candidates about speech problems. 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Kültür ve cinsiyet bağlamında Berkeley duygu ifadesi ölçeğinin geçerlilik ve güvenilirlik ölçütleri. Türk Psikiyatri Dergisi , 28 (1), 43–50. Retrieved from https://www.turkpsikiyatri.com/PDF/C28S1/06.pdf . Accessed September 6, 2024. Tutkun OF. Prospective teacher’s communication skills level: intellectual, emotional and behavioral competencies. Anthropologist. 2015;19(3):665–72. http://doi.org/10.31901/24566802.2015/19.03.11 . Uchida A. (1997). Bringing the culture back in: a culture building approach to gender and communication. Women and Language , 20 , 15–24. Retrieved from https://www.proquest.com/openview/d071d1ab6e856321d95215e0100fd721/1?pq-origsite=gscholar&cbl=31040 . Accessed August 6, 2025. Uyanik Balat G, Sezer T, Bayindir D, Yilmaz E. Self-esteem, hopelessness and communication skills in preschool teacher candidates: A mediation analysis. Cypriot J Educational Sci. 2019;14(2):278–93. http://doi.org/10.18844/cjes.v14i2.3714 . Uygun K, Arıkan A. (2019). Sosyal bilgiler öğretmen adaylarının iletişim becerilerinin incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi , 8 (4), 2256–2281. Retrieved from https://dergipark.org.tr/tr/pub/teke/issue/50771/667213#article_cite . Accessed September 6, 2024. Varışoğlu B. Dil kullanımının bir yansıması olan duyguları dile getirme becerisiyle duygusal zekâ arasındaki ilişki: Türkçe öğretmeni adayları örneklemi. Turkish Stud. 2017;12(14):513–28. http://dx.doi.org/10.7827/TurkishStudies.11630 . Vieco M. (2019). Las emociones contraatacan en el aula de Español. MarcoELE: Revista de Didáctica Español Lengua Extranjera , 29 . Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=7206607 . Accessed June 16, 2025. Wagner MF, Pereira AS, Oliveira MS. (2014). Intervención sobre las dimensiones de la ansiedad social por medio de un programa de entrenamiento en habilidades sociales. Behavioral Psychology , 22 (3), 423–440. Retrieved from https://www.behavioralpsycho.com/wp-content/uploads/2019/08/03.Wagner_22-3oa-1.pdf . Accessed June 16, 2025. Wood R, Bandura A. Social cognitive theory of organizational management. Acad Manage Rev. 1989;14(3):361–84. https://doi.org/10.2307/258173 . Yılmaz M, Üstün A, Odacı H. (2009). Okul öncesi öğretmen adaylarının iletişim becerileri düzeylerinin çeşitli değişkenlere göre incelenmesi. Karadeniz Sosyal Bilimler Dergisi , 1 (1). Retrieved from https://arastirmax.com/tr/system/files/dergiler/195525/makaleler/1/1/arastirmax-okul-oncesi-ogretmen-adaylarinin-iletisim-becerileri-duzeylerinin-cesitli-degiskenlere-gore-incelenmesi.pdf . Accessed October 16, 2024. Yükseköğretim K. (2018). Öğretmen yetiştirme lisans programları . Retrieved from https://eski.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf . Accessed October 16, 2024. Zlatić L, Bjekić D, Marinković S, Bojović M. Development of teacher communication. Procedia-Social Behav Sci. 2014;116:606–10. https://doi.org/10.1016/j.sbspro.2014.01.265 . Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 20 Apr, 2026 Reviews received at journal 18 Apr, 2026 Reviews received at journal 03 Apr, 2026 Reviewers agreed at journal 23 Jan, 2026 Reviewers agreed at journal 22 Jan, 2026 Reviewers agreed at journal 22 Jan, 2026 Reviewers invited by journal 22 Jan, 2026 Editor invited by journal 08 Dec, 2025 Editor assigned by journal 03 Dec, 2025 Submission checks completed at journal 03 Dec, 2025 First submitted to journal 01 Dec, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Introduction","content":"\u003cp\u003eAn individual's belonging to the society in which they live depends on their ability to communicate. Communication is necessary for them to share their feelings, thoughts, and experiences; to understand what is shared; to meet their needs; and to establish a place for themselves in society. Therefore, communication regulates social and interpersonal relationships. Communication takes place verbally or in writing. Verbal communication has two dimensions: listening and speaking. Although the speaker adds movement to communication, a listener is necessary for the transfer to take place (Altuntaş G\u0026uuml;rsoy, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). It is stated that speaking is the skill that individuals need and benefit from the most in maintaining their relationships with others (Aktaş and G\u0026uuml;nd\u0026uuml;z, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Both success in professional life and personal happiness are largely dependent on speaking skills (Linver, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e1991\u003c/span\u003e). Regarding listening skills, it is stated that the foundations of successful verbal communication are based on successful listening (Nunan, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e1989\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBoth of these skills must be used effectively in order to establish healthy communication. However, spoken language is complex, dynamic, and difficult; it can even be quite anxiety-provoking (Ji, Qin \u0026amp; Li, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). When communicating, individuals may experience negative emotions such as anxiety due to reasons such as not being accepted, lack of self-confidence, unwillingness to open up, criticism, blame, etc., and may avoid communication (Aydın and Altuntaş G\u0026uuml;rsoy, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Anxiety is \u0026ldquo;an emotional state that causes sadness\u0026rdquo; (Katrancı \u0026amp; Kuşdemir, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2015\u003c/span\u003e: 417). It is also associated with the fear and worry felt by the individual (Sevim, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). This negative emotional state hinders learning (Jalongo \u0026amp; Hirsh, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) and reduces the individual's capacity for understanding and comprehension. In other words, the anxiety an individual feels when using their language skills leads to a decrease in the accuracy and effectiveness of communication (Maden and Durukan, 2016). Colombetti (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2009\u003c/span\u003e) discusses the mutual influence of language and emotion on each other. Lindquist (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) similarly states that language and emotion are connected. Varışoğlu (\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) further specifies this situation by stating that the expression of emotions is part of communication.\u003c/p\u003e \u003cp\u003eTo create a healthy communication environment in education, teachers are expected to be individuals with well-developed communication skills who can express their thoughts and feelings without succumbing to any negative emotions such as anxiety. In this way, they ensure that their students also develop effective communication skills. They serve as role models for their students both in the school environment and in their social lives. Communication competence is one of the three basic competencies for teachers, along with educational competence and program competence (Bjekić, Zlatić, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). The Ministry of National Education of the Republic of Turkey (MEB) (2017: 16) has defined the communication competencies of teachers as \u0026ldquo;Establishes effective communication and cooperation with students, colleagues, families, and other stakeholders in education\u0026rdquo; and \u0026ldquo;Takes care to use effective communication methods and techniques.\u0026rdquo; Teachers' communication competence is related to the teacher training they receive at university. Prospective teachers are expected to graduate with communication knowledge and skills acquired during their undergraduate education in various departments of Education Faculties. However, when examining the teacher training undergraduate programmes of the Higher Education Council (2018), it is seen that courses focused on communication, speaking and listening skills are mostly included under the name \u0026lsquo;Oral Communication Skills\u0026rsquo; in departments focused on foreign language teaching (German, Arabic, French and English Teaching). Apart from this, courses such as \u0026lsquo;Supporting Language and Communication Skills\u0026rsquo; in Special Education Teaching, \u0026lsquo;Teaching Language Skills\u0026rsquo; and \u0026lsquo;Language and Communication\u0026rsquo; in Turkish Language and Literature Teaching, and \u0026lsquo;Voice Training and Diction\u0026rsquo; in Turkish Language Teaching, \u0026lsquo;Speaking Instruction\u0026rsquo; and \u0026lsquo;Listening Instruction\u0026rsquo; courses have been identified. Although communication-related courses are not included in all programmes, some are offered as elective courses within the field of education. Considering this situation, it is evident that the education received by teacher candidates requires further research in terms of various variables.\u003c/p\u003e \u003cp\u003eDuring the pre-service period, prospective teachers' self-awareness and self-assessment will provide them with an advantage in generating solutions and guiding both themselves and their future students. Vieco (\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) states that being aware of one's anxiety helps individuals seek strategies to cope with it. Those who are aware of their skill deficiencies and believe they can be addressed also possess resilient teacher competence (Tschannen-Moran, Hoy \u0026amp; Hoy, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e1998\u003c/span\u003e). In this context, determining the communication skill levels of prospective teachers and the factors that may influence them will provide guidance for prospective teachers, teacher educators, programme and policy makers in terms of what needs to be done in this regard. It is believed that the research results will serve teacher education and contribute to the updating of teacher training degree programmes from a holistic perspective. It is also expected to provide feedback to teaching staff and teachers working in Faculties of Education.\u003c/p\u003e \u003cp\u003eIn the national and international literature, there has been no research of this scope conducted with prospective teachers. In existing studies, listening anxiety, speaking anxiety, expression of emotions, and communication skills have not been addressed holistically and their relationships examined; they have either been addressed individually or in pairs, or the research has been conducted with teacher candidates from a single discipline (Yılmaz, \u0026Uuml;st\u0026uuml;n, \u0026amp; Odacı, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Elkatmış \u0026amp; \u0026Uuml;nal, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; DeCapua \u0026amp; Tian, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Katrancı \u0026amp; Kuşdemir, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Temiz, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Tutkun, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Maden and Durukan, 2016; Baki \u0026amp; Kahveci, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Lindquist, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Milli and Yağcı, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Rodr\u0026iacute;guez Fuentes, Ayll\u0026oacute;n Blanco, Gallego Ortega \u0026amp; G\u0026oacute;mez P\u0026eacute;rez, 2017; Catalano \u0026amp; Catalano, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Karahan, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Uyanik Balat, Gezer, Bayindir \u0026amp; Yilmaz, 2019; Uygun and Arıkan, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Bjekić, Zlatić \u0026amp; Bojović, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Karalı, Şahin, Şen \u0026amp; Aydemir, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Maden, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mete, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Beyaz, Alıncak \u0026amp; Ataş, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Maldonado, Garc\u0026iacute;a, Armada, Al\u0026oacute;s \u0026amp; Moreno, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Cin Şeker, Y\u0026uuml;cel \u0026Ccedil;etin, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Demir, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023a\u003c/span\u003e; Demir, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023b\u003c/span\u003e; Lintner \u0026amp; Belovecov\u0026aacute;, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e"},{"header":"2. Research questions and hypotheses","content":"\u003cp\u003eTherefore, there was a need for such a study. In line with this necessity, the main objective of the study is to determine the relationships between prospective teachers' listening anxiety, speaking anxiety, and levels of expressing emotions and communication skills while continuing their university education. To achieve the main objective of the study, answers were sought to the following questions.\u003c/p\u003e \u003cp\u003e\u003cspan\u003e1. Do prospective teachers' listening anxiety, speaking anxiety, levels of expressing emotions, and levels of communication skills show significant differences according to gender?\u003cbr\u003e\u003c/span\u003e\u003cspan\u003e2. Is there a significant relationship between teacher candidates' listening anxiety, speaking anxiety, levels of expressing emotions, and levels of communication skills?\u003cbr\u003e\u003c/span\u003e\u003cspan\u003e3. Are teacher candidates' levels of communication skills significantly predicted by their listening anxiety, speaking anxiety, and levels of expressing emotions?\u003cbr\u003e\u003c/span\u003e\u003c/p\u003e \u003c/div\u003e "},{"header":"3. Method","content":"\u003cp\u003eThis research is structured within the correlational survey model of quantitative research approaches. Correlational survey is a research model in which the existence and/or degree, direction, and magnitude of the relationship between multiple variables is determined. The variables for which a relationship is sought are symbolised separately, as in a single survey. The existing situation is described as it is, without any intervention (Lodico, Spaulding, \u0026amp; Voegtle, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Karasar, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e\u003ch2\u003e3.1. Participants\u003c/h2\u003e\u003cp\u003eThe population of the study consists of university students enrolled in Education Faculties at various universities in Turkey during the 2024–2025 academic year. The sample comprises prospective teachers from different disciplines studying at various universities' Education Faculties, determined using the maximum diversity sampling method. Maximum diversity sampling is a sampling method in which different situations that are similar in themselves but related to the problem being studied in the population are identified, and the study is conducted on these situations. Although there is no concern for generalisation in this type of sampling, it can be said that it will provide important clues about the population values due to the sampling of different situations related to the problem. The fundamental aim here is to reveal the common or distinct aspects and patterns between the different situations determined in line with the research objective and thus describe the problem within a broader framework (Büyüköztürk et al., 2018).\u003c/p\u003e\u003cp\u003eThe number of participants was reached based on voluntary participation in the study and the scale items. Gorsuch (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e1983\u003c/span\u003e) stated that the sample size should be at least five times the number of items or a minimum sample size of 100. The scales were administered to 441 participants, exceeding the specified number. Upon examining the responses from the initial 441 participants, it was determined that two participants did not meet the criterion of being a ‘prospective teacher’ expected of the study group. The data belonging to these two participants were removed from the data set, and the analysis process continued with 439 participants. Next, it was determined whether there were any missing values in the data. A univariate outlier analysis was performed on the 439 participants to determine whether there were any participants with unusual or extreme values. For this purpose, raw scores were converted to standard Z scores (Çokluk, Şekercioğlu, \u0026amp; Büyüköztürk, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Tabachnick and Fidell (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) stated that participants should be classified as outliers when the Z standard values of continuous scores fall outside the ± 3.30 range. In this context, 12 individuals whose Z-scores for the four scales fell outside the ± 3.30 range (Tabachnick and Fidell, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) were excluded from the analysis, and the study continued with a total of 427 participants. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the distribution of participants according to their socio-demographic characteristics.\u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic Variables\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003e%\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e25 years old and under\u003c/p\u003e \u003cp\u003e26–30 years old\u003c/p\u003e \u003cp\u003e31–35 years old\u003c/p\u003e \u003cp\u003e36–40 years old\u003c/p\u003e \u003cp\u003e41 years and over\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e398\u003c/p\u003e \u003cp\u003e15\u003c/p\u003e \u003cp\u003e7\u003c/p\u003e \u003cp\u003e6\u003c/p\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e93.2\u003c/p\u003e \u003cp\u003e3.5\u003c/p\u003e \u003cp\u003e1.6\u003c/p\u003e \u003cp\u003e1.4\u003c/p\u003e \u003cp\u003e0.2\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e79.6\u003c/p\u003e \u003cp\u003e20.4\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDepartment\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eScience Teacher\u003c/p\u003e \u003cp\u003eElementary Mathematics Teacher\u003c/p\u003e \u003cp\u003eEnglish Teacher\u003c/p\u003e \u003cp\u003ePreschool Teacher\u003c/p\u003e \u003cp\u003eSpecial Education Teacher\u003c/p\u003e \u003cp\u003eGuidance and Psychological Counseling\u003c/p\u003e \u003cp\u003ePrimary Education Teacher\u003c/p\u003e \u003cp\u003eSocial Studies Teacher\u003c/p\u003e \u003cp\u003eTurkish Language Teacher\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003cp\u003e4\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003cp\u003e17\u003c/p\u003e \u003cp\u003e7\u003c/p\u003e \u003cp\u003e30\u003c/p\u003e \u003cp\u003e26\u003c/p\u003e \u003cp\u003e15\u003c/p\u003e \u003cp\u003e316\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.3\u003c/p\u003e \u003cp\u003e0.9\u003c/p\u003e \u003cp\u003e0.5\u003c/p\u003e \u003cp\u003e4.0\u003c/p\u003e \u003cp\u003e1.6\u003c/p\u003e \u003cp\u003e7.0\u003c/p\u003e \u003cp\u003e6.1\u003c/p\u003e \u003cp\u003e3.5\u003c/p\u003e \u003cp\u003e74.0\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClass Level\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003cp\u003e3\u003c/p\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e98\u003c/p\u003e \u003cp\u003e169\u003c/p\u003e \u003cp\u003e96\u003c/p\u003e \u003cp\u003e64\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e23\u003c/p\u003e \u003cp\u003e39.6\u003c/p\u003e \u003cp\u003e22.5\u003c/p\u003e \u003cp\u003e15.0\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTime Allocated for Weekly Reading\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNone\u003c/p\u003e \u003cp\u003e1–7 hours\u003c/p\u003e \u003cp\u003e7–14 hours\u003c/p\u003e \u003cp\u003e14 hours and above\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e62\u003c/p\u003e \u003cp\u003e311\u003c/p\u003e \u003cp\u003e50\u003c/p\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14.5\u003c/p\u003e \u003cp\u003e72.8\u003c/p\u003e \u003cp\u003e11.7\u003c/p\u003e \u003cp\u003e0.9\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTime Spent on Social Media/Social Networking Sites Daily\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI never use them\u003c/p\u003e \u003cp\u003e1–3 hours per day\u003c/p\u003e \u003cp\u003e3–5 hours per day\u003c/p\u003e \u003cp\u003e5–7 hours per day\u003c/p\u003e \u003cp\u003e7 hours or more per day\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003cp\u003e157\u003c/p\u003e \u003cp\u003e163\u003c/p\u003e \u003cp\u003e79\u003c/p\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.9\u003c/p\u003e \u003cp\u003e36.8\u003c/p\u003e \u003cp\u003e38.2\u003c/p\u003e \u003cp\u003e18.5\u003c/p\u003e \u003cp\u003e5.6\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e\u003cp\u003eA large majority of prospective teachers, 93.2%, are aged 25 or under. In terms of gender, 79.6% are female and 20.4% are male. Seventy-four per cent of participants are studying Turkish Language Teaching, 7% are studying Guidance and Psychological Counseling, 6.1% are studying Primary Education Teaching, 4% are studying Pre-school Teaching, and 3.5% are studying Social Studies Teaching. In addition, 2.3% of participants are studying to become Science Teachers, 1.6% Special Education Teachers, 0.9% Elementary Mathematics Teachers, and 0.5% English Teachers. Among the participants, 39.6% are in their sophomore year, 23% are in their freshman year, 22.5% are in their junior year, and 15% are in their senior year of university. 72.8% stated that they allocate 1–7 hours per week to reading books, 11.7% allocate 7–14 hours, 0.9% allocate 14 hours or more. 14.5% stated that they do not allocate any time to reading books during the week. When participants were asked about their daily social media and social networking websites usage time, 38.2% stated that they used them for 3–5 hours, 36.8% for 1–3 hours, 18.5% for 5–7 hours, and 5.6% for 7 hours or more. 0.9% of participants stated that they never use social media and social networking sites.\u003c/p\u003e\u003ch2\u003e3.2. Data Collection Tools\u003c/h2\u003e\u003cp\u003eThe research data was collected using a socio-demographic information form prepared by the researchers via Google Forms and four different scales developed by field experts. Detailed information about the data collection tools is provided below:\u003c/p\u003e\u003cp\u003e \u003cstrong\u003eSocio-Demographic Information Form\u003c/strong\u003e \u003c/p\u003e\u003cp\u003eThis form, developed by researchers, contains a total of 6 questions aimed at obtaining various socio-demographic information from participants, including age, gender, department, class level, weekly reading time, and daily social media and/or social networking site usage time. This form was prepared by researchers based on a review of the literature relevant to the scope of the research and in line with the research questions.\u003c/p\u003e\u003cp\u003e \u003cstrong\u003eSpeaking Anxiety Scale for Prospective Teachers\u003c/strong\u003e \u003c/p\u003e\u003cp\u003eThe scale was developed by Sevim (\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). The items on the scale are related to measuring prospective teachers' speaking anxiety. The scale has a 5-point Likert-type structure and consists of 20 items. The scale consists of three dimensions. Items 1–11 constitute the first dimension, speaker-focused anxiety. Items 12–17 constitute the second factor, environment-focused anxiety. Items 18–20 constitute the third dimension, speech psychology. The maximum total score that can be obtained from the scale is 100, and the minimum is 20. The Cronbach's alpha reliability coefficient of the scale is 0.912.\u003c/p\u003e\u003cp\u003e \u003cstrong\u003eListening Anxiety Scale\u003c/strong\u003e \u003c/p\u003e\u003cp\u003eDeveloped by Maden and Durukan (2016), the scale consists of 22 items and has a 4-point Likert-type structure designed to measure listening anxiety. The maximum total score that can be obtained from the scale is 88, and the minimum is 22. The Cronbach's alpha reliability coefficient of the scale is 0.873.\u003c/p\u003e\u003cp\u003e \u003cem\u003eBerkeley Expressivity Questionaire (BEQ)\u003c/em\u003e: Adapted by Tunay Akan and Barışkın (\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), this 7-point Likert-type scale consists of 16 items. The scale comprises three dimensions: emotional expressivity, impulse strength and masking. The scale's Cronbach's alpha reliability coefficient is 0.81.\u003c/p\u003e\u003cp\u003eCommunication Skills Scale: This scale was developed by Akkuzu and Akkaya (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). This 5-point Likert-type scale aims to measure prospective teachers' communication skill levels in terms of competence, discouragement, body language, and dignification. Items 1–12 of the scale constitute the competence dimension; items 13–25 constitute the discouragement dimension; items 26–30 constitute the body language dimension; and items 31–36 constitute the dignification dimension. Prospective teachers can score a minimum of 36 and a maximum of 180 on the 36-item communication skills scale. The Cronbach's alpha reliability coefficient of the scale is 0.89.\u003c/p\u003e\u003ch2\u003e3.3.Data Collection\u003c/h2\u003e\u003cp\u003e During the data collection phase of the research, informed consent forms were completed, and the participants' voluntary participation was ensured Participants were provided with information about the purpose of the study and informed that they could withdraw from the study without providing any reason. They were also informed that their data would be treated with complete confidentiality and would not be shared. A state university Ethics Committee unanimously approved the study as being in line with scientific research and publication ethics with its Decision Number 10.04.2025-8918. Data was collected online during April, May, and June of the 2024–2025 academic year.\u003c/p\u003e\u003ch2\u003e3.4. Statistical Analysis\u003c/h2\u003e\u003cp\u003eThe data collected using data collection tools in the study were analysed using the SPSS 22 software package. After the data review was completed, basic assumptions such as multiple outliers, normality, and multicollinearity were evaluated within the scope of multiple linear regression analysis. The Mahalanobis distance value was used to examine whether there were any unusual combinations between variables for multivariate outliers (Tabachnick and Fidell, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Since no data was excluded from the analysis, the process continued with 427 participants. The Mahalanobis value was obtained by accepting the critical chi-square value as α = .001. In addition, it is possible to state that there were no multiple outliers, as Cook's distance values were less than 1 for all predictor and predicted variables. Following the outlier analysis, the sample was examined to determine whether it met the multivariate normality assumption. For this purpose, the variables were evaluated both within the histogram graph and through descriptive statistics (Büyüköztürk, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). The results of the examination showed that the skewness and kurtosis coefficients for all variables were within the ± 1 range and that the distributions were close to normal. This result confirms that the distributions did not deviate excessively from normal and that the univariate normality assumption was met.\u003c/p\u003e\u003cp\u003eAnother important assumption of multiple linear regression analysis is that there is no multicollinearity problem among the predictor variables included in the analysis. For this purpose, variance inflation factors (VIF), condition index (CI) and tolerance values were examined. According to the analysis results, VIF values were found to be below 10, tolerance values were above .10, and CI values were below 30. In this case, it can be stated that there is no multicollinearity problem among the independent variables. In this regard, it was observed that the requirements of multiple linear regression analysis, which is the basic analysis method of the research, were met.\u003c/p\u003e\u003cp\u003eThe Pearson Correlation method, a parametric correlational method, was used to examine the relationships between the total scores and subscale scores of the variables speaking anxiety, listening anxiety, emotional expression and communication skills investigated in the study, due to both the number and adequacy of the data (N \u0026gt; 50) and the normal distribution of the scores. Based on the correlation analysis results, if the correlation coefficient is less than 0.20, the relationship is considered very weak (Guilford, 1956; cited in Tan, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Considering the possibility that this could lead to insufficient and erroneous interpretation of the findings, variables with correlation coefficients below .30 were not included in the regression analysis process.\u003c/p\u003e\u003cp\u003eFinally, for the two-category demographic variable of gender, speaking anxiety, listening anxiety, emotional expression, and communication skills total scores and subscale scores were compared using the independent groups t-test method and the non-parametric Mann Whitney U test, based on whether they met the normality assumption. For the comparison of score distributions according to the variables with more than two categories, such as department, grade level, age, time allocated to reading books, and time allocated to social media, one-way ANOVA and Kruskall-Wallis analyses were used, taking into account the normal distribution of the data. A significance level of p \u0026lt; .05 was considered for statistical analyses.\u003c/p\u003e"},{"header":"4. Findings","content":"\u003cp\u003eThis section presents descriptive statistics and multiple linear regression results related to the scores obtained from data collection tools. The information obtained is presented in tables, accompanied by explanations. The findings are presented in parallel with the research questions.\u003c/p\u003e \u003cp\u003eWithin the scope of the analyses, the total and subscale levels of prospective teachers' speaking anxiety, listening anxiety, emotional expression, and communication skills were first examined, and the descriptive statistics related to this are presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive Statistics Regarding Levels of Listening Anxiety, Speaking Anxiety, Emotion Expression, and Communication Skills\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"10\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMin.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMax.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSkewness\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eCurtosis\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSA Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e20.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e94.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e53.80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e15.95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.007\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-0.513\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLA Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e22.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e84.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e45.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e12.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.437\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-0.061\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCS Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e66.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e172.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e118.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.168\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e1,568\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBEQ Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e112.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e67.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e17.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.188\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.087\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCS competence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e13.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e60.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e42.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e8,143\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.185\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.185\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCS discouragement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e13.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e62.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e32.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e11.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.405\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-0.360\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCS body language\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e25.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e19.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.778\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.284\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCS dignification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e30.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e23.98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.851\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.622\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSA speaker-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e53.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e30.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e8.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.053\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.408\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSA environment-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e30.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e16.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.038\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-0.702\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSA speech psychology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e7.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.163\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-0.790\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBEQ emotional expressivity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e56.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e32.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e10.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.323\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-0.131\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBEQ impulse strength\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e42.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e27.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e7.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.025\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.449\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.236\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBEQ masking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e14.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e7.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.435\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-0.481\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eSA\u003c/b\u003e: Speaking Anxiety \u003cb\u003eCS\u003c/b\u003e: Communication Skills\u003c/p\u003e \u003cp\u003e \u003cb\u003eLA\u003c/b\u003e: Listening Anxiety \u003cb\u003eBEQ\u003c/b\u003e: Berkeley Expressivity Questionaire\u003c/p\u003e \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, the mean score obtained by the participants on the Listening Anxiety Scale is\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =45.48, and the mean total score on the Speaking Anxiety Scale is\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =53.80. When examining the subscales of the Speaking Anxiety Scale individually, the mean score for speaker-focused anxiety is\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =30.17, the mean score for environment-focused anxiety is \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =16.23, and the mean score for the speech psychology subscale is\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =7.39. The average total score obtained by participants on the Communication Skills Scale was found to be\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =118.68. When examining the subscales of the Communication Skills Scale, the mean score for the competence subscale was \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =42.16, the mean score for the discouragement subscale was\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =32.67, the mean score for the body language subscale was \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =19.87, and the mean score for the dignification subscale was\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =23.98. Finally, the average of the total scores obtained by the participants on the Berkeley Expressivity Questionaire was found to be\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e = 67.20. When examining the subscales of the Berkeley Expressivity Questionaire, the mean score for the emotional expressivity subscale was found to be\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =32.21, the mean score for the impulse strength subscale was found to be \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =27.23, and the mean score for the masking subscale was found to be \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\stackrel{-}{X}\\)\u003c/span\u003e\u003c/span\u003e =7.76. Based on the total scores, it is understood that participants' levels of listening anxiety, speaking anxiety, emotional expression, and communication skills are at a moderate level. In the calculations related to the subscales of the scales, participants expressed the most speaker-focused anxiety (=\u0026thinsp;30.17) among the speaking anxiety subscales; the competence subscale of communication skills (=\u0026thinsp;42.16) and the emotional expressivity type of emotional expressions (=\u0026thinsp;32.21) from the emotional expression subscales. Although the skewness and kurtosis values for all variables were found to be within the \u0026plusmn;2 range, it is possible to state that the values are within an acceptable range and follow a normal distribution.\u003c/p\u003e \u003cp\u003eThe study also examined whether listening anxiety, speaking anxiety, emotional expression, and communication skill levels differed according to gender. As a result of normality test analyses for the total Listening Anxiety score, total Communication Skills score and subscale scores, and total Emotion Expression score and sub-dimension scores, it was observed that the relevant scores did not show a normal distribution according to gender subcategories. Therefore, the Mann Whitney U test, which is the nonparametric equivalent of the t-test for independent samples, was applied to these groups. In addition, although it was determined that the total score for Speaking Anxiety and the subscale scores showed a normal distribution in both gender subcategories, the t-test result for independent samples was examined for these scores. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e presents the results of the t-test for independent groups comparing the total speaking anxiety score and subscale scores according to gender.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of total Speaking Anxiety scores and subscale scores by gender\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMean Difference\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSA Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWomen\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e54.61\u003c/p\u003e \u003cp\u003e50.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15.77\u003c/p\u003e \u003cp\u003e16.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e4.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e425\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.037*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003cp\u003eSpeaker-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30.55\u003c/p\u003e \u003cp\u003e28.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8.89\u003c/p\u003e \u003cp\u003e8.93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e425\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.084\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSA Environment-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWomen\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16.57\u003c/p\u003e \u003cp\u003e14.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.42\u003c/p\u003e \u003cp\u003e5.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e130.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.015*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSA Speech psychology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.50\u003c/p\u003e \u003cp\u003e6.99\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.75\u003c/p\u003e \u003cp\u003e2.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1.53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e425\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.127\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"9\"\u003e\u003cb\u003e*p\u0026lt; .05\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e shows that total speaking anxiety scores differ significantly according to gender. Although the difference favours female participants, it is possible to say that female participants have significantly higher levels of speaking anxiety than male participants (t(425)\u0026thinsp;=\u0026thinsp;2.10, p\u0026lt; .05). In addition to this result, it can be seen that the subscale scores of speaking anxiety, which are \u0026lsquo;environment-focused,\u0026rsquo; also differ significantly according to gender. The difference is again in favour of female participants (t(130.12)\u0026thinsp;=\u0026thinsp;2.46, p\u0026lt; .05). In this case, it is possible to say that female participants have significantly higher total speaking anxiety levels and environment-focused speaking anxiety levels than male participants. The other subscale scores of speaking anxiety do not appear to differ significantly according to gender. Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents the results of the Mann Whitney U analysis of listening anxiety, communication skills, and total emotion expression scores and subscale scores according to gender.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of Total Scores and Subscale Scores for Listening Anxiety, Emotion Expression, and Communication Skills by Gender\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSex\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean Rank\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSum of Ranks\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ez\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLA Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e215.21\u003c/p\u003e \u003cp\u003e209.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e73,172.50\u003c/p\u003e \u003cp\u003e18,205.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.402\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.688\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCS Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWomen\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e208.03\u003c/p\u003e \u003cp\u003e237.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e70,729.00\u003c/p\u003e \u003cp\u003e20,649.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-1,978\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.048*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCS\u003c/p\u003e \u003cp\u003eCompetence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e205.10\u003c/p\u003e \u003cp\u003e248.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e69,733.00\u003c/p\u003e \u003cp\u003e21,645.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-2,951\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.003*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCS\u003c/p\u003e \u003cp\u003eDiscouragement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e210.56\u003c/p\u003e \u003cp\u003e227.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e71,590.00\u003c/p\u003e \u003cp\u003e19,788.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-1.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.254\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCS\u003c/p\u003e \u003cp\u003eBody language\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e215.93\u003c/p\u003e \u003cp\u003e206.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e73,414.50\u003c/p\u003e \u003cp\u003e17,963.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-0.643\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.520\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCS\u003c/p\u003e \u003cp\u003eDignification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e214.57\u003c/p\u003e \u003cp\u003e211.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e72,953.00\u003c/p\u003e \u003cp\u003e18,425.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-0.189\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.850\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBEQ Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e226.79\u003c/p\u003e \u003cp\u003e164.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e77,109.00\u003c/p\u003e \u003cp\u003e14,269.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-4,235\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBEQ Emotional Expressivity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e224.33\u003c/p\u003e \u003cp\u003e173.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e76,273.50\u003c/p\u003e \u003cp\u003e15,104.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-3,423\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBEQ Impulse Strength\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e231.57\u003c/p\u003e \u003cp\u003e145.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e78,734.50\u003c/p\u003e \u003cp\u003e12,643.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-5,825\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBEQ Masking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003cp\u003eMale\u003c/p\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e340\u003c/p\u003e \u003cp\u003e87\u003c/p\u003e \u003cp\u003e427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e208.07\u003c/p\u003e \u003cp\u003e237.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e70,744.50\u003c/p\u003e \u003cp\u003e20,633.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-1,983\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.047*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cb\u003e*p\u0026lt; .05\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e shows that there was no significant difference in total listening anxiety scores based on gender (z\u0026thinsp;=\u0026thinsp;.402, \u003cem\u003ep\u003c/em\u003e\u0026gt; .05). Looking at the rank averages, there was a significant difference between genders in all dimensions of participants' total emotion expression scores (z = -4.235, p\u0026lt; .05) and subscales: emotional expressivity (z = -3.423, p\u0026lt; .05), impulse strength (z = -5.825, p\u0026lt; .05), masking (z = -1.983, p\u0026lt; .05). In these rank averages, a significant difference in favour of women was observed in the total emotion expression score (226.79), emotional expressivity subscale score (224.33), and impulse strength subscale scores (231.57) indicate a significant difference in favour of women, while the masking subscale score (237.17) shows a significant difference in favour of men.\u003c/p\u003e \u003cp\u003eA significant difference was observed between total communication skills scores based on gender (z=-1.978, p\u0026lt; .05). Considering the rank averages, male participants' total score (237.34) was higher than female participants' score (208.03). A significant difference based on gender was found only in the competence subscale of communication skills (z=-2.951, p\u0026lt; .05). Male participants' competence subscale score (248.79) was significantly higher than female participants' score (205.10).\u003c/p\u003e \u003cp\u003eWithin the scope of the research, the relationship between the total listening anxiety score, total speaking anxiety score and subscale scores, total emotional expression score and subscale scores, and the total communication skills score and subscale scores of the study's predicted variable was also investigated. In this regard, the relationship values between the variables are presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe Relationship Between Listening Anxiety, Speaking Anxiety, Emotion Expression, and Communication Skills\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"15\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c15\" colnum=\"15\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c14\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c15\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1. SA Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2. LA total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e,703**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3. CS Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-,057\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.062\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4. BEQ Total\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e,118*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e,196**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e,108*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5.CS competence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-,479**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-,327**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e,609**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e,101*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6. CS discouragement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e,443**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e,469**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e,536**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-,049\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-,162**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7. CS body language\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-,183**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-,149**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e,578**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e,183**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e,350**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-,114*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8. CS dignification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-271**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-,219**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e,570**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e,151**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e,432**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-,189**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e,755**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9. SA Speaker-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e,959**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e,643**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-,063\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e,079\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-,493**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e,438**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-,181**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-,254**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10. SA Environment- Focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e,925**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e,660**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-,049\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e,148**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-,434**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e,387**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-,125**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-,239**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e,802**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e11. SA Speech Psychology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e,835**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e,667**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-,028\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e,134**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-,309**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e,376**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-,226**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e-,267**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e,714**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e,760**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e12.BEQ emotional expressivity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e,101*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e,216**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e,101*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e,913**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e,098*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-,003\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e,110*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.086\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e,063\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e,121*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e,140**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e13.BEQ impulse strength\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e,071\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e,115*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e,089\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e,885**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e,082\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-108*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e,243**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e,208**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.035\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e,117*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.066\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e,681**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e14. BEQ masking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e,137**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e,091\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e,040\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e,321**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e,030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e,008\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e,039\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e,030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e,135**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e,120*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e,116*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e,092\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e,159**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"15\"\u003e\u003cb\u003e**p\u0026thinsp;\u0026lt;\u0026thinsp;.01, *p\u0026thinsp;\u0026lt;\u0026thinsp;.05\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe data relating to Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e are presented at the end of the article, taking into account the space occupied by the table. Upon examining Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, it was determined that there was a very low level of correlation between the total score for communication skills, which was the dependent variable of the study, and the total scores for the independent variables of speaking anxiety (r= -0.057), listening anxiety (r\u0026thinsp;=\u0026thinsp;0.062), and emotional expression (r\u0026thinsp;=\u0026thinsp;0.108). As the correlation values between the dependent variable and the independent variables were below .20, the relevant variables were not included in the regression process.\u003c/p\u003e \u003cp\u003eThe study's predicted variable, communication skills subscales, had a competence score and total speaking anxiety score (r=-.479, p\u0026thinsp;\u0026lt;\u0026thinsp;.01); speaking anxiety subscales had speaker-focused anxiety (r=-. 493, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), environment-focused anxiety (r=-.434, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), speech psychology (r=-.309, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) and the total listening anxiety score (r=-.327, p\u0026thinsp;\u0026lt;\u0026thinsp;.01). There is also a very low, positive, and significant relationship between the competence score and the total emotional expression score (r\u0026thinsp;=\u0026thinsp;.101, p\u0026thinsp;\u0026lt;\u0026thinsp;.05) and its subscale emotional expressivity (r\u0026thinsp;=\u0026thinsp;.098, p\u0026thinsp;\u0026lt;\u0026thinsp;.05).\u003c/p\u003e \u003cp\u003eThe communication skills scale subscale discouragement score correlated with the total speaking anxiety score (r\u0026thinsp;=\u0026thinsp;.443, p\u0026thinsp;\u0026lt;\u0026thinsp;.01); the speaker-focused anxiety subscale of speaking anxiety (r\u0026thinsp;=\u0026thinsp;.438, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), environment-focused anxiety (r\u0026thinsp;=\u0026thinsp;.387, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), speech psychology (r\u0026thinsp;=\u0026thinsp;.376, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) and the total listening anxiety score (r\u0026thinsp;=\u0026thinsp;.469, p\u0026thinsp;\u0026lt;\u0026thinsp;.01). In addition, a very low, negative, and significant relationship was observed between the discouragement subscale score and the emotional expression subscale's impulse strength (r=-.108, p\u0026thinsp;\u0026lt;\u0026thinsp;.05).\u003c/p\u003e \u003cp\u003eAnother predictor variable in the study was the communication skills body language subscale score with the total speaking anxiety score (r=-.183, p\u0026thinsp;\u0026lt;\u0026thinsp;.01); the speaker-focused anxiety subscale of speaking anxiety (r=-. 181, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), environment-focused anxiety (r=-.125, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), speaech psychology (r=-.226, p\u0026thinsp;\u0026lt;\u0026thinsp;.01) and the total listening anxiety score (r=-.149, p\u0026thinsp;\u0026lt;\u0026thinsp;.01). A low, positive, and significant correlation was also found between the body language subscale and the impulse strength subscale of the emotion expression subscale (r\u0026thinsp;=\u0026thinsp;.243, p\u0026thinsp;\u0026lt;\u0026thinsp;.01).\u003c/p\u003e \u003cp\u003eFinally, dignification subscale score for communication skills correlated with the total speaking anxiety score (r = -0.271, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01); the subscale scores for speaker-focused anxiety (r = -0.254, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), environment-focused anxiety (r = -0. 239, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), speech psychology (r=-.267, p\u0026thinsp;\u0026lt;\u0026thinsp;.01), and the total listening anxiety score (r=-.219, p\u0026thinsp;\u0026lt;\u0026thinsp;.01). A low, positive, and significant correlation was also found between the evaluation subscale and the impulse strength subscale of the emotion expression subscales (r\u0026thinsp;=\u0026thinsp;.208, p\u0026thinsp;\u0026lt;\u0026thinsp;.01).\u003c/p\u003e \u003cp\u003eThe study also examined whether the variables in the research had an effect on the total and sub-scores for communication skills. Participants' total scores on the Listening Anxiety Scale and the total score on the Speaking Anxiety Scale and its subscales (speaker-focused, environment-focused, and speech psychology scores), and the total score on the Berkeley Expressivity Questionaire, and its subscales (emotional expressivity, impulse strength, and masking scores) on the total communication skills score and subscale scores are presented below.\u003c/p\u003e \u003cp\u003eWithin the scope of the study, the correlation between the total communication skills score, determined as the dependent variable, and the total emotional expression score and subscale scores, determined as one of the independent variables, was also examined. At the end of the examination, it was determined that the correlation between the total communication skills score and the total emotional expression score (r\u0026thinsp;=\u0026thinsp;.108) and the emotional expressivity subscale score (r\u0026thinsp;=\u0026thinsp;.101) was positive, significant, and very low. Based on the knowledge that a correlation value below .20 indicates a very weak relationship between variables (Guilford, 1956; cited in Tan, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), the risk that these variables, which have a very weak correlation with the dependent variable, may not provide accurate information in the prediction process (Tan, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) and the relevant variables were not included in the regression process. Therefore, the total communication skills score was not considered as a predicted variable. Multiple linear regression analyses were presented only with the communication skills subscales of competence, dicouragement, body language, and dignification as the predicted variables. The analyses were conducted between the subscale scores of listening anxiety and speaking anxiety and the subscale scores of communication skills.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e shows the multiple linear regression results where the competence subscale of communication skills was considered as the predicted variable.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMultiple Linear Regression Results with the \"Competence\" Subscale of Communication Skills as the Predicted Variable\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eβ\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eZero Order\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003ePartial R\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstant\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e56,099\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1,357\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e41,326\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeaker-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.407\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.068\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.446\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-6,020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.493\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0.281\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnvironment-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.277\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.187\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-2.346\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.434\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.113\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeech psychology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.509\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.205\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.173\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2,476\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.309\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.120\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eListening anxiety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.038\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.032\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.528\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.598\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.327\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.026\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e \u003cp\u003eR\u0026thinsp;=\u0026thinsp;0.508 \u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.258\u003c/p\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e(4.422)\u0026thinsp;=\u0026thinsp;36.691 p\u0026thinsp;\u0026lt;\u0026thinsp;.05\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e shows that the scores for the subscales of speaker-focused anxiety, environment-focused anxiety, speech psychology, and listening anxiety together significantly predict the communication skill competence subscale score (R\u0026thinsp;=\u0026thinsp;0.508, R\u0026sup2; = 0.258, p\u0026thinsp;\u0026lt;\u0026thinsp;.05). Together, these variables explain approximately 26% of the total variance in communication skill competence level. According to the standardised regression coefficient (β), the relative order of importance of the predictor variables on competence is: speaker-focused anxiety (β = -0.446), environment-focused anxiety (β = -0.187), speech psychology (β\u0026thinsp;=\u0026thinsp;0.173), and listening anxiety (β = -0.032). Consequently, it is seen that the level of communication skills competence is predicted negatively by speaker-focused anxiety and environment-focused anxiety, and positively by speech psychology. When participants' speaker-focused anxiety scores increase by 1 unit, their communication skills competence scores decrease by .407 units; when their environment-focused anxiety scores increase by 1 unit, their communication skills competence scores decrease by .277 units; and when their speech psychology scores increase by 1 unit, their communication skills competence scores increase by .509 units. When examining the t-test results regarding the significance of the regression coefficients, it is seen that speaker-focused anxiety, environment-focused anxiety, and speech psychology are significant predictors of the communication skills competence sub-dimension, but the listening anxiety variable is not a significant predictor and does not have a significant effect on the communication skills competence sub-dimension.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e presents the results of multiple linear regression in which the subscale of communication skills was treated as the predicted variable.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMultiple Linear Regression Results with the \"Discouragement\" Subcale of Communication Skills as the Predicted Variable\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd.Error\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eβ\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eZero Order\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003ePartial R\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstant\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11,031\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1,886\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5,850\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeaker-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.317\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.094\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.251\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3,372\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.438\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.162\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnvironment-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.067\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.164\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.033\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.409\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.683\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.387\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.020\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeech psychology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.017\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.285\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.060\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.952\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.376\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.003\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eListening anxiety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.287\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.053\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.326\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.379\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.469\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.253\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e \u003cp\u003eR\u0026thinsp;=\u0026thinsp;0.501 \u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.244\u003c/p\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e(4.422)\u0026thinsp;=\u0026thinsp;35.445 p\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e, it is seen that the subscales of speaking anxiety, speaker-focused anxiety, environment-focused anxiety, speech psychology, and listening anxiety together significantly predict the communication skill barrier subscale score (R\u0026thinsp;=\u0026thinsp;0.501, R\u0026sup2; = 0.244, p\u0026thinsp;\u0026lt;\u0026thinsp;.05). Together, the relevant variables explain approximately 25% of the total variance in communication skill barrier level. According to the standardised regression coefficient (β), the relative order of importance of the predictor variables on competence is: listening anxiety (β\u0026thinsp;=\u0026thinsp;.326), speaker-focused anxiety (β\u0026thinsp;=\u0026thinsp;.251), environment-focused anxiety (β = \u0026minus;\u0026thinsp;.033), and speech psychology (β\u0026thinsp;=\u0026thinsp;.004). Consequently, communication skills discouragement levels are positively predicted by speaker-focused anxiety and listening anxiety. When participants' speaker-focused anxiety scores increase by 1 unit, communication skills discouragement scores increase by .317 units, and when listening anxiety scores increase by 1 unit, communication skills discouragement scores increase by .287 units. When examining the t-test results regarding the significance of the regression coefficients, it is seen that the variables of listening anxiety and speaker-focused anxiety are significant predictors in a positive direction on the discouragement subscale of communication skills, while the variables of environment-focused anxiety and speech psychology are not significant predictors and do not have a significant effect on the communication skill discouragement subscale.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e presents the results of the multiple linear regression analysis in which body language, another subscale of communication skills, is considered as the predicted variable.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResults of Multiple Linear Regression Analysis with Communication Skill \"Body Language\" Subscale as the Predicted Variable\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eβ\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eZero Order\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003ePartial R\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstant\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e22,634\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.805\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28,123\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeaker-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.069\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.040\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.144\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-1.725\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.085\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-0.181\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0.084\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnvironment-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.158\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.070\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.202\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.259\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.125\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.109\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeech psychology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.419\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.122\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.271\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-3.444\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.226\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.165\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eListening anxiety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.003\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.009\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.134\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.893\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.007\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e \u003cp\u003eR\u0026thinsp;=\u0026thinsp;0.252 \u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.063\u003c/p\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e(4.422)\u0026thinsp;=\u0026thinsp;7.127 p\u0026thinsp;\u0026lt;\u0026thinsp;.05\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e shows that the subscales of speaking anxiety, namely speaker-focused anxiety, environment-focused anxiety, speech psychology, and listening anxiety, together significantly predict the communication skill body language subscale score (R\u0026thinsp;=\u0026thinsp;0.252, R\u0026sup2; = 0.063, p\u0026thinsp;\u0026lt;\u0026thinsp;.05). Together, these variables explain approximately 6.3% of the total variance in communication skills body language level. According to the standardised regression coefficient (β), the relative order of importance of the predictor variables on communication skills body language is: speech psychology (β = -0.271), environment-focused anxiety (β\u0026thinsp;=\u0026thinsp;0.202), speaker-focused anxiety (β = -0.144), and listening anxiety (β = -0.009). Consequently, it is observed that the communication skills subscale of body language level is predicted negatively by speech psychology and positively by environment-focused anxiety. When participants' environment-focused anxiety scores increase by 1 unit, communication skill discouragement scores increase by .158 units, and when speech psychology scores increase by 1 unit, communication skill barrier scores decrease by .419 units. When participants' environment-focused anxiety scores increase by 1 unit, communication skill discouragement scores increase by .158 units, and when speech psychology scores increase by 1 unit, communication skill discouragement scores decrease by .419 units. When examining the t-test results regarding the significance of the regression coefficients, it is seen that the variables of environment-focused anxiety and speech psychology are significant predictors of the body language subscale of communication skills, while the variables of speaker-focused anxiety and listening anxiety are not significant predictors and do not have a significant effect on the body language subscale of communication skills.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e shows the results of the multiple linear regression analysis where the communication skill dignification subscale is considered as the predicted variable.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResults of Multiple Linear Regression Analysis with Communication Skill \"Dignification\" Subscale as the Predicted Variable\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eβ\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eZero Order\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003ePartial R\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstant\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28,277\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.837\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e33,792\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeaker-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.059\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.042\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.116\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-1.410\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.159\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.254\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0.068\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnvironment-focused\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.073\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.983\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.239\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpeech psychology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.254\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.156\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-2.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.046\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.267\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.097\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eListening anxiety\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.039\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.578\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.564\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.219\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.028\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e \u003cp\u003eR\u0026thinsp;=\u0026thinsp;0.283 \u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.08\u003c/p\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e(4.422)\u0026thinsp;=\u0026thinsp;9.193 p\u0026thinsp;\u0026lt;\u0026thinsp;.05\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs seen in Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e, it is seen that the subscales of speaking anxiety, speaker-focused anxiety, environment-focused anxiety, speech psychology, and listening anxiety together significantly predict the communication skill dignification subscale score (R\u0026thinsp;=\u0026thinsp;0.283, R\u003csup\u003e2\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.08, p\u0026thinsp;\u0026lt;\u0026thinsp;.05). Together, these variables explain approximately 8% of the total variance in communication skills dignification level. According to the standardised regression coefficient (β), the relative order of importance of the predictor variables on the communication skills dignification subscale is speech psychology (β = -0.156), speaker-focused anxiety (β = -0.116), listening anxiety (β = -0.039), and environment-focused anxiety (β = -0.002). Consequently, it is observed that the level of dignification communication skills is negatively predicted by speech psychology. When participants' speech psychology score increases by 1 unit, their communication dignification valuation scores decrease by .254 units. When examining the t-test results regarding the significance of the regression coefficients, it is seen that the speech psychology variable is a significant predictor of the communication skills dignification subscale, while speaker-focused anxiety, environment-focused anxiety, and listening anxiety are not significant predictors and do not have a significant effect on the communication skills dignification subscale.\u003c/p\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThe findings were discussed in order according to the research questions. While discussing the second research question, the relationship between the predicted variable and its subscales and other variables was examined; while discussing the third research question, the variables included in the multiple linear regression were addressed.\u003c/p\u003e \u003cp\u003eThe analysis results of the first research question revealed that female prospective teachers' mean total scores for speaking anxiety were higher than those of males. A similar finding has also been encountered in other studies conducted with prospective teachers (Suroğlu Sofu, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Katrancı \u0026amp; Kuşdemir, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Tolun \u0026amp; G\u0026uuml;vey Aktay, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Demir, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023b\u003c/span\u003e; Lintner \u0026amp; Belovecov\u0026aacute;, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). However, there are also studies where no significant difference was found between prospective teachers' speaking anxiety levels and their gender (Harmandar Demirel, Serdar, Uludere \u0026amp; Karakaş, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; G\u0026ouml;mleksiz \u0026amp; Ko\u0026ccedil; Deniz, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Karalı, Şahin, Şen \u0026amp; Aydemir, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Cin Şeker \u0026amp; Y\u0026uuml;cel \u0026Ccedil;etin, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Šifrar Kalan \u0026amp; Pavlič, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). It has also been determined that the environment-focused anxiety levels of female prospective teachers are higher than those of males. However, scores for the speaker-focused and speech psychology subscales did not show a significant difference by gender. These findings indicate that female prospective teachers experience more anxiety about speaking compared to males, but that this anxiety is mostly environment-focused. It is possible to say that female prospective teachers experience anxiety particularly stemming from the environment and the speaking setting. This could be considered an indication that, when starting the profession, they may be sensitive to the environment and to responses and obstacles that may come from there. Due to the roles attributed to men by society's cultural norms, and the self-confidence and self-efficacy beliefs placed upon them, it is an expected situation for their anxiety to be lower compared to that of women. Lintner \u0026amp; Belovecov\u0026aacute; (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) state that women encounter stereotypes that question themselves and their competence in public and professional spheres, that these social norms may cause anxiety about speaking due to the fear of confirming the negative stereotypes they face, and that this situation can increase the pressure and anxiety associated with public speaking. Similar to this finding of the research, Baki and Kahveci (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) concluded in their research that female participants' scores were higher than males' in speaking anxiety and its subscales, environment-focused speaking anxiety; however, there was no significant difference in speaker-focused anxiety and speech psychology. Şen (\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), on the other hand, found in their study that there was no significant difference by gender in speech anxiety, speaker-focused, and environment-focused anxiety levels, but that there was a significant difference in speech psychology. As can be seen, the results obtained in the literature vary. These differing results suggest that cultural norms may change over time and depending on the sample group.\u003c/p\u003e \u003cp\u003eIt is noteworthy that there is no significant difference in total listening anxiety scores based on gender. It can be said that female prospective teachers may experience more anxiety when speaking than males, but the anxiety they experience while listening is not quantitatively different from that experienced by males. Kim (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) concluded that university students' listening anxiety is independent of gender. Contrary to this finding, Maden \u0026amp; Durukan (2016) and Maden (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) found that female prospective teachers' listening anxiety was higher than that of males. As seen, the results vary according to time and sample group. Although it is thought-provoking that no significant difference was found in this study based on gender and that different results were obtained in studies in the literature, it may be necessary to examine this issue in depth using a similar sample. While it is stated that listening anxiety is an anxiety experienced by individuals in listening situations they have not encountered before (Maden \u0026amp; Durukan, 2016), it is possible to say that this anxiety is influenced more by listening experience than by gender. This perspective explains why listening anxiety does not vary according to gender.\u003c/p\u003e \u003cp\u003eAnother finding is that female prospective teachers' total emotional expression scores and emotional expressivity and impulse strength subscale scores are higher than male participants' average scores. While Kring \u0026amp; Gordon (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e1998\u003c/span\u003e) found that gender roles created a significant difference in group differences only in expressive power, Deng \u0026amp; Zheng (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2003\u003c/span\u003e) concluded in their study that male university students' emotional expression scores were lower than those of female university students. Chaplin (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) also concluded in his research that there was a significant difference in favor of women in emotional expression and stated that women internalize positive emotions and negative emotions such as sadness more and exhibit more emotional expression. Similarly, Fisher (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) stated that women express their emotions more intensely than men. Davis, Greenberger, Charles, Chen, Zhao \u0026amp; Dong (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) reported that women have higher emotion levels and respond more intensely. As seen, similar results have been reached in studies in the field. It can be said that the intense experience of emotions and the compulsion to express them in women is related to impulse control. This is because impulse control can be defined as the intense emotions experienced by an individual compelling them to express themselves (Tunay Akan \u0026amp; Barışkın, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Therefore, it can be seen that the expression of emotions in women is more concentrated in emotional expressivity and impulse strength, which can be defined as \"the spontaneous expression of emotions\" (Tunay Akan \u0026amp; Barışkın, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Thus, this finding may indicate that female prospective teachers will be able to express themselves and their emotions more comfortably when they start their careers and communicate more openly with their students. Teachers who can communicate openly and effectively with their students can facilitate teaching and, at the same time, enable their students to gain the ability to express their emotions comfortably.\u003c/p\u003e \u003cp\u003eThe study also found that the mean score for the subscale of masking differed significantly in favor of males. McCormick \u0026amp; Shields (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) note that gender differences in emotional expression are intertwined with gender-based expectations and socialization processes. Brody (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) highlights that parenting style and family structure emerge as significant forces in the formation of gender differences in emotional expression; that expressing emotions varies greatly from situation to situation and culture to culture; questions the importance of gender roles in the family, peer group, or culture in general, and the dependence of emotional expression on a range of characteristics such as cultural background, power, and status, because men and women use different patterns of emotional expression to adapt to power and status imbalances. There are also studies that explain communication skills between women and men in terms of gender roles and cultural differences (Uchida, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e1997\u003c/span\u003e; Jones, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e1999\u003c/span\u003e). Matsumoto (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) states that members of collectivist cultures initially produce fewer emotions and seek less emotionally arousing situations compared to individualistic cultures. Although it has been noted that individualistic and collectivist traits have coexisted in Turkey in recent years (Şah \u0026amp; Şah, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), it is a male-dominated society with entrenched gender roles and a sexist approach, where qualities such as power and status are attributed to men (Tire, \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Erg\u0026uuml;l G\u0026uuml;vendi, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), it is expected that male prospective teachers who grow up or are raised in such a society will have high concealment scores, which are defined as \"the inconsistency between internal experience and its expression\" (Tunay Akan \u0026amp; Barışkın, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2017\u003c/span\u003e: 44). In fact, this situation can also be accepted as an indication that the society has more collectivist characteristics. It is thought that male prospective teachers may experience difficulties in their social and professional lives because they express their emotions less spontaneously than women, cannot convey their intense emotions, and even tend to camouflage their emotional experiences when expressing them.\u003c/p\u003e \u003cp\u003eThe analysis also revealed that male prospective teachers had a higher average total score for communication skills than females. However, Dilber \u0026amp; Akhan (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) found in their research that female prospective teachers had higher communication skill levels than males only in terms of body language. There are many studies in the literature that contradict the findings of this study and conclude that female prospective teachers have higher communication skill levels (\u0026Ccedil;uhadar, \u0026Ouml;zg\u0026uuml;r, Akg\u0026uuml;n, \u0026amp; G\u0026uuml;nd\u0026uuml;z, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Ocak \u0026amp; Erşen, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Milli \u0026amp; Yağcı, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Kaya, \u0026Ccedil;ift\u0026ccedil;i \u0026amp; G\u0026ouml;kdemir, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; \u0026Ouml;zerbaş, Bulut \u0026amp; Usta, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Uygun \u0026amp; Arıkan, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Although gender is considered an important variable in communication (Korkut Owen \u0026amp; Bugay, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), it is also possible to find research results that do not reveal a significant difference in the communication skill levels of female and male prospective teachers (Dilekman, Baş\u0026ccedil;ı \u0026amp; Bektaş, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2008\u003c/span\u003e, G\u0026uuml;le\u0026ccedil; \u0026amp; Ertuğrul, 2012; Elkatmış \u0026amp; \u0026Uuml;nal, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Tutkun, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Rodriguez Fuentes, Ayllon Blanco, Gallego Ortega \u0026amp; Gomez Perez, 2017; Can \u0026amp; Bozg\u0026uuml;n \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The studies show that different results are obtained depending on the gender variable. While this makes generalization difficult, the fact that male participants' communication skills were higher, unlike other research findings in the literature, may indicate that men's communication skills have improved relative to women over the years and as the sample group has changed.\u003c/p\u003e \u003cp\u003e The study also determined that the average score for the competence dimension of communication skills was higher for male participants. No significant differences were found in the other subscales. Competence in communication skills is related to self-confidence (Akkuzu and Akkaya, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Therefore, it can be interpreted that the self-confidence instilled in them in a male-dominated community and the inability of women to socialize sufficiently are related to this situation, and that it is expected for male prospective teachers to have higher levels of communication competence than women.\u003c/p\u003e \u003cp\u003eIn line with the second research question, a moderate, negative, and significant relationship was determined between prospective teachers' competence scores on the communication skill subscales, which were the predicted variables of the study, and their total speaking anxiety scores, speaker-focused anxiety, environment-focused anxiety, and speech psychology scores on the speaking anxiety subscales, and their total listening anxiety scores. This moderate relationship indicates that the variables are important for each other. It is possible to say that as prospective teachers' communication skill competence scores increase, their anxiety will decrease, or as their scores decrease, their anxiety will increase. Although it has been previously stated that competence in communication skills is related to an individual's self-confidence, it should be emphasized that this self-confidence encompasses the areas of emotion, consciousness, and language (Akkuzu and Akkaya, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). An individual's self-confidence in these areas will ensure that their anxiety is low and that they can communicate effectively with other individuals in different communication situations. Therefore, this finding of the study suggests that when prospective teachers do not experience high levels of anxiety, they can communicate more confidently and effectively, which may influence their ability to teach effectively. According to Wood \u0026amp; Bandura (\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e1989\u003c/span\u003e), self-confidence is a prerequisite for success and the ability to exert control over events in order to achieve desired goals.\u003c/p\u003e \u003cp\u003eIt is possible to say that the speaker's anxiety stems from both themselves and their surroundings, the environment in which they are speaking (Lintner \u0026amp; Belovecov\u0026aacute;, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Individuals may experience feelings of tension, anxiety, excitement, and similar emotional states when speaking in front of another individual or a group. These emotional states may stem from the physical characteristics of the environment, unfamiliar individuals in the setting, crowds, or authority figures. However, the higher an individual's communication skills, the less anxiety they will experience about themselves and their surroundings, allowing them to express themselves more comfortably and effectively. There are also studies that conclude that the ability to express one's thoughts and feelings accurately and effectively is inversely proportional to speech anxiety (Karahan, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Cin Şeker \u0026amp; Y\u0026uuml;cel \u0026Ccedil;etin, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Individuals with high communication competence can cope more easily with anxiety arising from their environment and resist stress in the environment. Experiencing certain negative psychological states such as anxiety, stress, and fear also negatively affects their self-confidence. A similar situation applies to listening anxiety. A lack of communication competence in an individual may cause them to feel anxious about not being able to understand what the other person is saying, being distracted, misunderstanding, or not being able to respond.\u003c/p\u003e \u003cp\u003eAnother finding is that there is a moderate, positive, and significant relationship between the discouragement score, which is another subscale of communication skills, and the total and subscales of speech anxiety, speaker-focused anxiety, environment-focused anxiety, speech psychology scores, and the total listening anxiety score. This moderate relationship indicates that the variables are important for each other. It is possible to say that as prospective teachers' communication skill discouragement scores increase, their anxiety will increase, or as their scores decrease, their anxiety will decrease. In other words, the level of communication discouragement and the listening anxiety, speaking anxiety, and subscale scores change together. This may indicate that prospective teachers can effectively convey what they want to communicate in the teaching process when they do not experience anxiety and do not encounter any communication barriers; conversely, in the opposite situation, they may not be able to effectively carry out the process, and communication problems may arise between them and their students.\u003c/p\u003e \u003cp\u003eCommunication barriers (discouragement) can be classified as physical, psychological, educational, or cultural barriers (Button \u0026amp; Rossera, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e1990\u003c/span\u003e). Mete (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) also states in his research that there are communication barriers arising from individual, psychological, and social barriers, as well as gender differences, education, anxiety, prejudice, cultural differences, and social status. Akkaya (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) also determined in their research that prospective teachers have speech problems stemming from psychological reasons (inability to speak in front of a group, inability to speak in close relationships), speech hesitation, inability to focus on speaking, and physical reasons. Therefore, speaking anxiety is one of the most common barriers to clear and effective communication (Richmond \u0026amp; McCroskey, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e1998\u003c/span\u003e). Considering the causes of these barriers, it is also likely that individuals will begin to feel anxious when they encounter a barrier while using their communication skills. In situations where there is a communication barrier, the individual may become sensitive to their surroundings, perceive elements originating from their surroundings as risks, and experience anxiety during speaking. Similarly, barriers encountered by the listener during communication, such as not being able to understand what the other person is saying, inability to focus, and distraction, may cause the listener to experience anxiety-related emotional states and prevent them from responding to what is being said.\u003c/p\u003e \u003cp\u003e According to the third research question, the analysis results show that the levels of teacher candidates' speaking anxiety subscales, such as speaker-focused anxiety, environment-focused anxiety, and speech psychology, together with their levels of listening anxiety, affect the level of the communication skill competence subdimension. Twenty-six percent of the variability in the competence dimension scores is explained by the scores of the relevant variables. Looking at the levels of prediction, they can be ranked from highest to lowest as speaker-focused anxiety, environment-focused anxiety, speech psychology, and listening anxiety. The level of communication skills competence is predicted negatively by speaker-focused and environment-focused anxiety and positively by speech psychology. In other words, this finding shows that as prospective teachers' anxiety levels increase regarding how they will react when speaking in front of others or a crowd and how they will cope with factors arising from their environment, such as judgments, pressures, or stress, their self-confidence will decrease. An individual's relationship with their social environment will affect their perceptions of competence. Therefore, although the effect of environment-focused anxiety is less than that of speaker-focused anxiety, it is thought to negatively affect communication competence.\u003c/p\u003e \u003cp\u003e The positive effect of speech psychology can be explained by the fact that it enables prospective teachers to communicate while feeling more comfortable and carefree, without experiencing negative emotions such as embarrassment and fear, thereby increasing their communication competence. However, it should also be noted that speaker- and environment-focused anxiety have a greater impact than speech psychology at this point, and therefore this positivity may not be sufficiently reflected in communication competence. Listening anxiety, on the other hand, is not a meaningful predictor of communication competence. This finding indicates that listening anxiety alone does not significantly affect competence levels but can be explained in conjunction with other variables. This presents an area that requires further attention and research.\u003c/p\u003e \u003cp\u003eCommunication competence is a fundamental competence for teachers (Zlatić, Bjekić, Marinković \u0026amp; Bojović, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Therefore, it is important to develop strategies or training based on specific skills that support the prevention or reduction of anxiety (Wagner, Pereira \u0026amp; Oliveira, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Espinar-\u0026Aacute;lava (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) also emphasizes that university students' stage fright suppresses communication competence and is one of the fundamental difficulties, stating that promoting communication competence will enable them to express themselves without obstacles by controlling their fear. Communicative competence is one of the most important competencies that teachers need to acquire and develop during their training and is a fundamental component of professional and personal orientation (Catalona \u0026amp; Catalona, 2018; Bjekić, Zlatić \u0026amp; Bojović, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In other words, teachers' ability to communicate effectively is among their professional competencies. This competency is also explicitly stated in the General Professional Competencies for Teachers prepared by the Ministry of National Education (MEB, 2017). Teachers with developed communication competencies are more effective in all parts of the teaching process (Bjekić, Zlatić \u0026amp; Bojović, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Iyamu \u0026amp; Isegun (2009) also stated in their research that teachers' communication competency is a strong factor in effective teaching and learning.\u003c/p\u003e \u003cp\u003eAnother finding shows that prospective teachers' levels of speaker-focused, environment-focused anxiety, and speech psychology, which are subscales of speech anxiety, together with their levels of listening anxiety, affect the level of the communication skill discouragement subscale. Approximately 25% of the variance in the discouragement dimension scores is explained by the scores of the relevant variables. Looking at the levels of prediction, they can be ranked from highest to lowest as listening anxiety, speaker-focused anxiety, environment-focused anxiety, and speech psychology. The level of communication skill discouragement is positively predicted by listening anxiety and speaker-focused anxiety. In other words, it can be said that as participants' listening and speaker-focused anxiety increases, communication discouragement will also increase. Since listening anxiety predicts the level of discouragement with the highest positive effect, it indicates that teacher candidates may encounter this type of barrier in their interactions with their social environment. As a result of feeling hesitation and fear towards the act of listening, the prospective teacher may develop a negative attitude towards listening (Maden and Durukan, 2016), and this may create a barrier for them while fulfilling the receiver role in communication. Listening anxiety plays a major role in communication skills, which are among the professional competencies of teachers (Horwitz, Horwitz \u0026amp; Cope, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e1986\u003c/span\u003e). Although not as much as listening anxiety, it is possible to say that anxiety originating from the speaker can also create communication barriers. The speaker may feel anxious and stressed while speaking, which may cause them to become sensitive to their surroundings and encounter communication barriers. However, environment-focused anxiety and speech psychology are not meaningful predictors of communication discouragement. Therefore, it can be said that environment-focused anxiety and speech psychology do not have a direct effect on the level of discouragement, but they do have an effect in conjunction with other variables and require further analysis.\u003c/p\u003e \u003cp\u003eThe third finding of the research question is that the levels of prospective teachers' speech anxiety subscales, such as speaker-focused, environment-focused anxiety, and speech psychology, together with their levels of listening anxiety, affect the communication skill dignification subscale level. These variables together explain 8% of the variance in the dignification score, indicating that they have a limited explanatory power. Looking at the levels of prediction, they can be ranked from highest to lowest as speech psychology, speaker-focused anxiety, listening anxiety, and environment-focused anxiety. The level of valuing is negatively predicted by speech psychology. Prospective teachers who experience anxiety may be afraid of saying something wrong, may think they will be misunderstood or belittled. This may cause them to develop negative attitudes and prejudices towards the individuals they are addressing. In other words, it can be said that as prospective teachers' negative attitudes, anxiety, tension, stress, fear, etc. increase, the value they place on the individual or individuals they are addressing will decrease. This can limit their empathetic orientation in social interactions. Therefore, providing prospective teachers with the necessary strategies to reduce their anxiety stemming from psychological causes will both regulate their social relationships and facilitate the development of empathy skills (MEB, 2017), which are essential for a teacher's professional competence. This is because empathy can be developed through education (Cotton, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e1992\u003c/span\u003e). If teachers can demonstrate empathy through this education, their students will be able to learn more quickly in the empathetic environment they create (Rogers, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e1975\u003c/span\u003e). Speaker- and environment-focused anxiety, as well as listening anxiety, are not meaningful predictors. This indicates that even if individuals experience anxiety related to these variables, it does not significantly affect the level of dignification others in the communication process; however, it does have an effect in conjunction with speech psychology.\u003c/p\u003e \u003cp\u003eAnother finding is that the levels of prospective teachers' speech anxiety subdscales\u0026mdash;speaker-focused, environment-focused anxiety, and speech psychology\u0026mdash;along with their listening anxiety levels jointly affect the level of the body language subscale of communication skills. The fact that it explains 6.3% of the variance in body language scores indicates that it has a limited explanatory power. Looking at the levels of prediction, they can be ranked from highest to lowest as speech psychology, environment-focused anxiety, speaker-focused anxiety, and listening anxiety. Body language is predicted positively by environment-focused anxiety and negatively by speech psychology. Environment-focused anxiety, stemming from environmental factors, may be an indicator that it increases participants' skill levels in using body language in social interactions. It can also be said that speech psychology, which has the highest impact, may cause prospective teachers to be unable to use body language effectively as they experience psychological states such as anxiety, stress, and tension. The fact that speaker-focused anxiety and listening anxiety are not significant predictors shows that even if prospective teachers experience such anxieties, this does not have a significant effect on body language.\u003c/p\u003e \u003cp\u003eIn conclusion, the low effect of listening anxiety and its lack of meaningful prediction suggests that it plays a limited role in communication dimensions such as body language and dignification. However, it seems to be related to prospective teachers perceiving listening as a passive process rather than an active one.\u003c/p\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eThis study reveals the relationships between listening anxiety, speaking anxiety, and the levels of communication skills and expressing emotions among prospective teachers continuing their university education. In this research, structured in the correlational survey model of quantitative research approaches, when the effect of the gender variable is examined, female prospective teachers speaking anxiety and its subscale, environment-focused anxiety levels, and emotion expression and its subscales, emotional expressivity and impulse strength levels, are higher than males; while communication skills and its subscale competence, as well as the emotion expression subscale masking level, were higher in male candidates. No significant difference related to the gender variable was observed in the other subscales of these variables and in listening anxiety levels. These findings show that female prospective teachers experience more anxiety than males during speaking, but this anxiety stems more from the environment and the context of the conversation. Furthermore, having intense emotional states may compel them to express themselves impulsively. Male prospective teachers, on the other hand, have high communication skills but tend to hide their intense emotions rather than express them, which may cause them to experience difficulties in establishing emotional communication in their social and professional lives. It is also among the assessments that female prospective teachers may become sensitive to reactions from their environment and the obstacles they encounter. In this regard, awareness-based seminars focused on anxiety management and communication skills can be planned, targeting female prospective teachers, with the aim of reducing their environment-focused anxieties and developing their communication skills. In addition, psychoeducation groups based on expressing feelings can be created, in which all prospective teachers can be included, ensuring that prospective teachers participate in these processes. Furthermore, professional development and career counseling-focused activities can be carried out where they can be together and share with their professional roles. Romance and personal development books can be recommended and included in the scope of relevant courses. Policy makers should encourage efforts to change society's perception of stereotypical gender roles from a sociological perspective. Researchers should conduct studies to examine in greater depth the effects of the gender variable on anxiety, expression of emotions, and communication skills. These studies can contribute to the development of more effective strategies for gender equality in education.\u003c/p\u003e \u003cp\u003eThe study also found a moderate negative relationship between speaking anxiety and its subscales (speaker-focused anxiety, environment-focused anxiety, speech psychology levels), listening anxiety level, and the communication skill subdimension (competence level), and a moderate positive relationship between these and the discouragement level. This shows that when prospective teachers do not experience high levels of anxiety, they can communicate with students confidently and deliver effective teaching without feeling inhibited, considering that competence is also related to self-confidence. It is considered necessary for teacher educators and faculty administrators to prepare the physical and psychological environment to eliminate communication barriers, to implement practices in classes aimed at this, and to take the necessary measures to eliminate risk factors that may cause anxiety arising from the physical environment.\u003c/p\u003e \u003cp\u003eAnother finding of the study is that the levels of prospective teachers' speaking anxiety subscales\u0026mdash;speaker-focused, environment-focused anxiety, and speech psychology\u0026mdash;along with their listening anxiety levels, affected the levels of the dignification and body language subscales, even though they had a limited explanation ratio in terms of communication skill adequacy, obstacles, and limitations. The level of competence is negatively affected by speaker-focused and environment-focused anxiety and positively affected by speech psychology, which has less impact than other variables. Since listening anxiety is not a significant predictor of communication competence, it can only explain the level of competence in conjunction with other variables. Researchers believe that this is a topic that requires further investigation. These findings show that as prospective teachers' anxiety levels increase regarding how they will react to negative emotions such as worry, embarrassment, and fear while speaking, and factors arising from their environment, such as judgments in the environment or coping with stress, their perception of competence will decrease. Therefore, it is important to include strategies and training programs that support the prevention or reduction of such anxieties and that develop self-confidence in order to increase their communication competence during their training. Prospective teachers should be directed to internship programs and volunteer projects where they can interact with individuals from different social backgrounds and gain experience in communicating with the community. The level of anxiety is positively predicted by listening anxiety and speaker-focused anxiety. However, since environment-focused anxiety and speech psychology are not meaningful predictors, they do not have a direct effect on the level of anxiety. Therefore, it is thought that this should be studied in depth and analyzed further in future research. The fact that prospective teachers experience anxiety and fear originating from themselves during speaking and listening may hinder them in fulfilling the receiver and source roles in communication. Consequently, creating educational content that develops anxiety management strategies and active listening skills during the training process of prospective teachers will be beneficial in preventing communication barriers in their future professional lives. The level of appreciation is interpreted negatively by speech psychology. This finding suggests that as prospective teachers' anxiety, tension, stress, fear, etc. increase, the value they place on the individual or individuals in front of them will also decrease. With this idea, their empathic orientation in social interactions may also be limited. The necessary strategies and educational content to reduce their anxiety stemming from psychological reasons will enable them to regulate their social relationships and develop the empathy skills required of a teacher. Teacher trainers should increase prospective teachers' experiences in social interactions by organizing empathy-building activities and workshops. Speaker- and environment-focused anxiety and listening anxiety are not meaningful predictors. This shows that these three variables do not have a significant effect on the level of dignification. Body language level is predicted positively by environment-focused anxiety and negatively by speech psychology. This indicates that anxiety stemming from environmental factors increases participants' ability to use body language in social interactions, but psychological states such as stress, tension, and fear prevent the effective use of body language. Therefore, including courses in teacher training undergraduate programs that cover coping methods when prospective teachers encounter the specified psychological states will be useful in preventing communication problems arising from body language when they start their careers. Program developers should be prepared to include courses with such content in the program. The fact that speaker-focused anxiety and listening anxiety are not significant predictors indicates that these variables do not have a significant effect on body language. The finding that listening anxiety is not a significant predictor of body language and dignification necessitates that prospective teachers' be included in activities that will enable them to accept listening as an active action and be effective in this process. It should also be noted that the correlation between the level of communication skills, which was determined as the dependent variable in the study, and the level of emotional expression and its subscales, which were one of the independent variables, was also examined. As a very weak correlation was determined as a result of the examination, the aforementioned independent variables were not included in the regression process and were not considered as predictors of communication skills.\u003c/p\u003e \u003cp\u003eFinally, researchers should address the variables covered in the study in the context of experiences and investigate the contributions of practical experiences to communication skills and professional competence. This will increase the professional competence of these prospective teachers and encourage the effective use of communication skills in educational settings. Furthermore, comparative studies on the subject in different countries will help to understand the effects of various teaching programs and education systems.\u003c/p\u003e"},{"header":"7. Limitations","content":"\u003cp\u003eThe most significant limitation of the study is that the data collected from prospective teachers is based on self-assessment. The fact that the data was obtained using scales and directly from the participants themselves limits the study to how they assessed themselves within the framework of these scales. Although the data collected via online forms was gathered from education faculties at universities in different provinces of Turkey, the majority of the sample consists of Turkish prospective teachers. This limits the generalizability of the results. Another limitation of this study is that it relies on measuring the relationships between prospective teachers' listening anxiety, speaking anxiety, and levels of emotional expression and communication skills, and does not include observations of classroom and group behaviors or interactions. To overcome this limitation, research plans could be developed to collect data from different individuals, such as academic advisors, course advisors, or peer advisors, who are responsible for the candidates in their roles as observers and evaluators. Furthermore, due to the research structure, it does not include qualitative findings and interpretations that would allow for a more detailed examination of prospective teachers' communication skills and related anxiety states and emotions. Considering that quantitative and qualitative data are two important elements that form the basis of a research study, the lack of a qualitative basis in this study can be seen as a significant limitation. Although the effects of gender were examined in the study, other socio-demographic variables and the possibility that these variables could produce different results among some subgroups were not taken into account. In particular, there is a need for more in-depth research on how prospective teachers' self-assessments change according to the time they spend reading books and on social media/social networking sites, as well as research that takes other socio-demographic variables into account. While the research findings aim to contribute to the decision-making processes of educators and policymakers, the difficulties and obstacles that may be encountered in the practical application of the findings have not been considered. Therefore, it is clear that more research is needed on the applicability of the results obtained.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eContributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by [Ebru G\u0026uuml;\u0026ccedil;]and [İlke Altuntaş G\u0026uuml;rsoy] and The first draft of the manuscript was written by [İlke Altuntaş G\u0026uuml;rsoy] and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Declarations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors [İlke Altuntaş G\u0026uuml;rsoy and Ebru G\u0026uuml;\u0026ccedil;] did not receive support from any organization for the submitted work.\u003c/p\u003e\n\u003cp\u003eThe authors [İlke Altuntaş G\u0026uuml;rsoy and Ebru G\u0026uuml;\u0026ccedil;] declare they have no financial interests.\u003c/p\u003e\n\u003cp\u003eThe authors [İlke Altuntaş G\u0026uuml;rsoy and Ebru G\u0026uuml;\u0026ccedil;] have no relevant financial or non-financial interests to disclose.\u003c/p\u003e\n\u003cp\u003eThe authors [İlke Altuntaş G\u0026uuml;rsoy and Ebru G\u0026uuml;\u0026ccedil;] have no competing interests to declare that are relevant to the content of this article.\u003c/p\u003e\n\u003cp\u003eThe authors [İlke Altuntaş G\u0026uuml;rsoy and Ebru G\u0026uuml;\u0026ccedil;] have no financial or proprietary interests in any material discussed in this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for the study was granted by Siirt University Social and Human Sciences Scientific Research Ethics Committee (Date: 10.04.2025, Protocol No: 8918). The study was conducted in accordance with the Helsinki Declaration. The authors confirms that written informed consent was obtained from the participants in the study\u0026nbsp;and the participants\u0026apos; voluntary participation was ensured.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot Applicable.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003cstrong\u003e\u003cbr\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAkkaya A. The opinions of teacher candidates about speech problems. 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Procedia-Social Behav Sci. 2014;116:606\u0026ndash;10. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.sbspro.2014.01.265\u003c/span\u003e\u003cspan address=\"10.1016/j.sbspro.2014.01.265\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Listening anxiety, speaking anxiety, communication skills, expression of emotions, teacher education","lastPublishedDoi":"10.21203/rs.3.rs-8250400/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8250400/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIn order to establish effective communication in an educational environment, teachers are expected to be individuals with developed communication skills who can express their thoughts and feelings without being carried away by negative emotions such as anxiety. In this context, the purpose of the research is to determine the relationships between the listening anxiety, speaking anxiety, emotional expression levels and communication skill levels of prospective teachers who continue their university education. The study, which employed a relational screening model in which the relationships between the variables and their sub-dimensions in question were determined, included 427 participants from different branches. As a result of Pearson Correlation, Multiple Linear Regression, Mann Whitney U, One-Way ANOVA and Kruskall Wallis analyses, it was determined that female participants had higher levels of speaking anxiety and its sub-dimension environmentally focused anxiety, as well as emotion expression and its sub-dimensions emotional expressiveness and impulse strength, than males; and the predicted variable of the study, communication skill and its sub-dimension competence, and the level of concealment of emotion expression, were higher in favor of males. There was a moderately negative correlation between speaking anxiety and its sub-dimensions speaker-focused anxiety, environment-focused anxiety, speech psychology levels, listening anxiety level and the communication skill sub-dimension competence level; A moderate positive correlation was found between the level of disability and the level of anxiety. Another result indicated that the levels of speaker-focused anxiety, environmental anxiety, and speaking psychology, as well as listening anxiety, within the sub-dimensions of speaking anxiety, together influenced the levels of competence and disability, and although the disclosure rate was limited, valuing and body language levels within the sub-dimensions of communication skills. It is believed that prospective teachers should be guided through their education by educational content that supports the prevention or reduction of anxiety and enhances their self-confidence. They should also be directed to internships and volunteer projects that provide them with community communication experience.\u003c/p\u003e","manuscriptTitle":"An analysis of prospective teachers' anxiety about listening and speaking, the expression of their emotions, and their communication skills","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-23 14:10:12","doi":"10.21203/rs.3.rs-8250400/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-20T07:53:24+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-18T13:00:59+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-03T09:47:39+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"32215163904757688385069840918730963509","date":"2026-01-23T16:54:03+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"294884771281422017199498168494146696955","date":"2026-01-22T14:57:53+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"145094040513145360859198413186465956169","date":"2026-01-22T12:28:19+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-01-22T11:38:27+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-12-08T10:01:51+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-12-04T01:21:24+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-04T01:20:45+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-12-01T12:26:26+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4200430d-c6e2-4f9d-801f-4cb0a232b789","owner":[],"postedDate":"January 23rd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-04T21:38:15+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-23 14:10:12","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8250400","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8250400","identity":"rs-8250400","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}