Autoconcepto en capacidades de comunicación y aprensiónun estudio comparativo de los estudiantes en los nuevos grados del área de Ciencias Económicas y Empresariales

  1. Arquero Montaño, José Luis
  2. González González, José María
  3. Hassall, Trevor
  4. Joyce, John
Revista:
Revista de contabilidad = Spanish accounting review: [RC-SAR]

ISSN: 1138-4891

Año de publicación: 2013

Volumen: 16

Número: 1

Páginas: 24-31

Tipo: Artículo

DOI: 10.1016/S1138-4891(13)70003-7 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Revista de contabilidad = Spanish accounting review: [RC-SAR]

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Aunque la AC no puede confundirse con un indicador de mayor o menor grado de desempeño comunicativo (Boorom, Goolsby y Ram-sey, 1998), sí es cierto que un nivel bajo de AC es condición necesaria para desarrollar las capacidades comunicativas, aunque no sea sufi-ciente. Así, las personas con niveles altos de AC tienen problemas para presentar sus opiniones, para participar en discusiones o para ser miembros de un equipo de trabajo. Una posible explicación es que tienden, en esas situaciones, a enfocarse más en sus dificultades y su miedo a la comunicación que en el tema, argumento o informa-ción que se ha de comunicar. Para estos sujetos, las formas usuales de entrenamiento en capacidades de comunicación son inefectivas e inadecuadas (Shanahan, 2011). Así, una actividad docente que inclu-ya la presentación de un trabajo delante de sus compañeros es la forma más rápida de empeorar un problema de aprensión comunicativa. En este sentido, Fordham y Gabbin (1996) ponen de manifiesto que, para los estudiantes con niveles de AC por encima del normal, las actividades “usuales” no tienen efecto y que es necesario prestar atención a la reducción de la aprensión, a la vez que al desarrollo de las capacidades de comunicación.

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