The relationship between middle school students' speaking anxiety, speaking motivation, speaking self-efficacy and their perceptions of effective communication skills

In the study, it was determined that there were significant relationships between speaking anxiety, motivation and self-efficacy and effective communication skills. It was determined that there was a negative relationship between speaking anxiety and perceptions of effective communication skills, and a positive relationship between speaking motivation and speaking self-efficacy and perceptions of effective communication skills. In addition, it was determined that speaking motivation, cognitive dimensions of speaking anxiety and expression and content sub-dimensions of speaking self-efficacy predicted students' perceptions of effective communication skills at a statistically significant level. In the qualitative dimension of the research, middle school students found themselves sufficient in terms of speaking motivation, speaking self-efficacy and effective communication skills; it was determined that they also experienced speaking anxiety from time to time. In addition, it has been observed that speaking anxiety negatively affects effective communication skills, while speaking motivation and speaking self-efficacy contribute to effective communication skills.