Abstract
The present study examined the choice-making processes of students engaged in the selection of speech introduction strategies. The students were preparing for actual presentations which held considerable potential for impacting their course grades and options. One of three introduction strategies was to be selected and used by students; humor, startling fact or statement and preview of speech topic. Students estimated the probability of attaining high and moderate levels of success as well as probability of failure. In addition, students estimated the anticipated effectiveness of each strategy under each level of success or failure, estimated the likelihood of implementing each strategy and designated one for use on performance day. The strategy actually employed was recorded. Results indicated that (1) the frequency of students making decision-making errors was a positive function of public speaking apprehension and (2) highly apprehensive speakers were not less adherent than low apprehensives but moderate apprehensives were more likely to employ their plan than were either high or low apprehensives. Results are consistent with theoretical expectations and teaching systematic decision-making in communication classrooms is discussed and recommended.
