The Influence of Cognitive, Physiological and Behavioural Facets on Public Speaking Anxiety among Undergraduate Students

Public speaking anxiety is a common challenge among undergraduates, shaped by interconnected physiological, cognitive, and behavioural factors. This study investigated how these facets influence public speaking anxiety and relate to each other. Using a quantitative design, data were collected from 122 undergraduates via a 17-item, 5-point Likert-scale survey adapted from Bartholomay and Houlihan (2016). Most respondents were aged 21–23 (96%) with intermediate (80%) or advanced (6%) English proficiency. Strong correlations were found between physiological and cognitive facets (r = .761, p < .001), physiological and behavioural facets (r = .795, p < .001), and behavioural and cognitive facets (r = .770, p < .001). The findings were aligned with Communication Apprehension Theory, confirming the multidimensional and interrelated nature of public speaking anxiety. Since physical arousal can trigger negative thoughts and avoidance behaviours, effective interventions should address all three facets. In higher education, communication courses should combine content delivery with anxiety-management skills such as relaxation, step-by-step exposure, and peer feedback. Lecturers can also be trained to identify anxiety symptoms and foster supportive environments. Future research should track changes in anxiety over time, explore students’ experiences qualitatively, test which interventions best target each facet, and examine cultural differences in anxiety expression.

Cognitive Facet, Physiological Facet, Behavioural Facet

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