Multifaceted Effects of Stuttering and Anxiety on Students in Tertiary Education

Introduction: Overt perception of stereotypical threats by stutterers is reflected in their elevated levels of anxiety and reduced ability to establish and maintain effective communicative relationships across contexts and ages. Methods: A quantitative and descriptive approach was used, including standardized stuttering and anxiety assessment tools; also, a questionnaire for the perception of threats. Results: State anxiety was highly correlated with stuttering measures as well as speech related anxiety ( r >.6); self-reported fluency was strongly correlated with traditional fluency measures ( r >.6); state anxiety was found to be a stronger predictor of quality of life, self-efficacy and overall negative impact ratings than stuttering severity (R 2 =.658, .473 and .779 respectively). Discussion: Perception of negative stereotypes was high among participants, which negatively impacted their lives through personal and social aspects. Limitations: A larger sample size would increase the generalization of the study. Conclusions: Stutterers in tertiary education need professional and institutional support to maintain overall well-being and effective academic relationships.