Public Speaking Anxiety in Academic Contexts: A Biopsychosocial Analysis and Emerging Interventions

Abstract

Public Speaking Anxiety (PSA) is a common phenomenon that significantly impacts students’ academic performance and emotional well-being, especially in oral communication contexts. Despite widespread recognition, existing research predominantly relies on self-reported data and lacks integration with behavioral and physiological indicators, limiting the depth of understanding regarding PSA’s multidimensional nature. This paper evaluates PSA through a biopsychosocial lens, highlighting the disconnect between subjective and physiological markers and the role of distorted self-perception in socially anxious individuals. Gender disparities are critically examined, revealing that female students consistently report higher anxiety levels and fear of negative evaluation than their male counterparts. The function of fear of negative evaluation as an important mediator on academic achievement is examined. Moreover, while traditional rehearsal-based strategies remain foundational, the emergence of virtual reality (VR) exposure therapy offers promising short-term benefits—though questions remain about its long-term impact and accessibility across diverse educational contexts. Ultimately, the study advocates for inclusive, scalable, and culturally sensitive pedagogical interventions. It highlights key research gaps and provides suggestions for developing a more full-spectrum, data-driven, and equitable approach to PSA in global academia. The paper highlights the importance of culturally tailored, wide-reaching and multifaceted measures to successfully tackle PSA in various educational contexts