رابطه تحمل آشفتگی و مدیریت تعارض با اضطراب سخنرانی در دانشجویان

محمد صادقی; جمال صادقی

Authors

Mohammad Sadeghi MA, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran Author https://orcid.org/0000-0002-0962-0308
Jamal Sadeghi Department of Psychology, Bab.C., Islamic Azad University, Babol, Iran Author https://orcid.org/0000-0001-8214-0047

Keywords:

Public Speaking Anxiety, Distress Tolerance, Conflict Management, Students

Abstract

Objective: The present study was conducted to investigate the relationship between distress tolerance and conflict management with public speaking anxiety among students.

Methodology: This study employed a descriptive-correlational design. The statistical population consisted of all undergraduate students in humanities fields at Islamic Azad University, Babol Branch, during the 2020–2021 academic year, from whom 357 participants were selected through convenience sampling. Research instruments included the Personal Report of Public Speaking Anxiety by Cho, Smith, and Telch, the Distress Tolerance Scale by Simons and Gaher, and the Conflict Management Questionnaire by Gamar-Erikson et al. Data were analyzed using Pearson correlation coefficient and stepwise regression analysis. Prior to inferential analyses, the normality of data distribution was confirmed through skewness, kurtosis, and Kolmogorov–Smirnov tests.

Findings: The findings demonstrated a significant negative relationship between distress tolerance and public speaking anxiety, indicating that higher distress tolerance was associated with lower levels of public speaking anxiety. A significant negative relationship was also found between conflict management and public speaking anxiety. Correlation analyses revealed that distress tolerance correlated negatively with public speaking anxiety (r = -0.35), while conflict management also showed a negative correlation (r = -0.30). Stepwise regression results indicated that both distress tolerance and conflict management significantly predicted public speaking anxiety and explained a meaningful proportion of its variance. Furthermore, the Durbin–Watson statistic confirmed the independence of residuals and the adequacy of the regression model.

Conclusion: The findings suggest that emotional and interpersonal characteristics play a significant role in students’ experiences of public speaking anxiety. Greater distress tolerance appears to reduce anxiety in public speaking situations, while effective conflict management may alleviate concerns related to social evaluation and interpersonal interactions. Therefore, implementing educational and counseling interventions focused on improving distress tolerance, emotional regulation, and conflict management skills may contribute to reducing public speaking anxiety and enhancing students’ academic and social functioning.

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