Abstract
Proficiency in oral communication is an important skill to develop in science. Central to its development is self-efficacy. In this study we examine two aspects of self-efficacy: first, standards and content, and second, showmanship. We looked at these aspects among students enrolled in a natural sciences program at the Quebec collège level (a two-year post-secondary program in which students are usually between the ages of 17 and 19) in relation to their experiences of oral communication on scientific subjects. A sample of students responded to a questionnaire developed as part of this study on perceptions and attitudes towards communicating orally in the sciences (PACOS), first at the start of their program (n = 1292) and then at the end (n = 179). A subsample of this group (n = 26) also participated in an interview for deeper analysis. The results, coupled with those from a previous study, show that the two aforementioned aspects of self-efficacy are distinct but complementary. Moreover, we observed that they are linked to other subcomponents of one's attitude towards scientific oral communication-namely anxiety, pleasure, perception of relevance, and context. Finally, we noted that the standards and content aspect of self-efficacy remained consistent over time, while the sense of showmanship increased among participants between the start and end of their studies.