The purpose of this study was to determine if performance apprehension was a significant issue with students (n = 102) enrolled in a graduate level storytelling course and to determine if there was a relationship between the course structure and any change in the students’ level of apprehension by the end of the course. Analyses of the data indicated that performance apprehension was a significant concern for students initially and that, by the end of the course, there was a significant reduction in students’ performance apprehension regarding both reading aloud and storytelling to children and adults. Two of the primary contributing factors to this reduction included instructor modeling and opportunities for students to practice and perform for adult peers.
Roney, R. Craig
"Performance Apprehension in Learning to Tell Stories,"
Storytelling, Self, Society: Vol. 7:
3, Article 4.
Available at: https://digitalcommons.wayne.edu/storytelling/vol7/iss3/4