Self-talk and academic performance in undergraduate students
Supporting Agencies
- Ministerio de Educación y Ciencia (DEP2011-27282)
- actualmente Ministerio de Economía y Competitividad
Abstract
The self-talk of a group of undergraduate students, both in general day-to-day and academic situations, was compiled and the effect on students’ academic performances was analysed. The results show that: (1) there is a correlation between the valence of general self-talk and academic self-talk; (2) participants exhibit more positive than negative self-talk, although they report more negative self-talk when faced with a more difficult compared to an easier academic subject, while positive academic self-talk was higher in the easy than in the more difficult academic subjects; (3) the negative valence of self-talk (general and academic), is correlated with the negative results predicted by the students six weeks before doing the examination and (4) for the difficult academic subject, but nor for easier subject, students who suspend report using less positive academic self-talk and more negative academic self-talk than those who passes. These results to encourage for wondering about the utility of training in the use of appropriate self-talk for coping academic situations perceived as difficult and improve students performance in such situationsDownloads
References
Andrés, A., Solanas, A., & Salafranca, L. (2012). Interpersonal per-ception, personality, and academic achievement: a dyadic ap-proach for the study of undergraduate performance. Anales de Psicología, 28, 97-106. Recuperado de http://revistas.um.es/analesps
Aronson, E. (1999). The power of self-persuasion. American Psy-chologist, 54, 875–885.
Bandura, A. (1986). Social foundations of thought and action. Eng-lewood, NJ: Prentice Hall.
Broomhead, P., Skidmore, J., Eggett, D., & Mills, M. (2010). The Effect of Positive Mindset Trigger Words on the Performance Expression of Non-Expert Adult Singers. Contributions to Music Education 37, 2, 65-86.
Brown, T. (2003). The effect of verbal self-guidance training on collective efficacy and team performance. Personnel Psychology, 56, 935-964.
Calvete, E., Estévez, A., Landín, C., Martínez, Y., Cardeñoso, O., Villardón, L., & Villa, A. (2005). Autodiálogo and affective problems in college students: Valence of thinking and cognitive content specificity. The Spanish Journal of Psychology, 8, 56-67.
Cumming, J., Nordin, S. M., Horton, R., & Reynolds, S. (2006). Examining the direction of imagery and Self-Talk on dart-throwing performance and self- efficacy. The Sport Psychologist, 20, 257-274.
Dagrou, E., Gauvin, L., & Halliwell, W. (1992). Effets de langage positif, negatif et neuter sur la performance motrice. Effects of positive, negative and neutral self-talk on motor performance. Canadian Journal of Sport Science, 17, 145–147.
DeCaro, M., Rotar, K., Kendra, M., & Beilock, S. (2010). Diagnosing and alleviating the impact of performance pressure on mathematical problem solving. The Quartely Journal of Experi-mental Psychology, 63, 8, 1619-1630.
Dolcos, S., Wilson, K, Sánchez, F. &, Albarracín, D. (in press). The Inner Speech of Self-Regulation: Meta-Analysis of the Experimental Evidence on the Behavioral Effects of Self-Talk.
Duncan, R. M., & Cheyne, J.A. (2001). Private speech in young adults: Task difficulty, self-regulation and psychological predication. Cognitive Development, 20, 367-383.
Emerson, M. J., & Miyake, A. (2003). The role of inner speech in task switching: A dual-task investigation. Journal of Memory and Language, 48, 148-168.
Galicia-Moyeda, I., Sánchez-Velasco, A. y Robles-Ojeda, F. (2013). Autoeficacia en escolares adolescentes: su relación con la depresión, el rendimiento académico y las relaciones familiares. Anales de Psicología, 29, 491-500. doi:10.6018/analesps.29.2.124691
Goschke, T. (2000). Intentional reconfiguration and involuntary persistence in task set switching. In S. Monsell & J. Driver (Eds.), Attention and performance XVIII: Control of cognitive pro-cesses (pp. 331–355). Cambridge, MA: MIT Press.
Hardy, J. (2006). Speaking clearly: A critical review of the self-talk literature. Psychology of Sport and Exercise, 7, 81-97.
Hatzigeorgiadis, A., Theodorakis, Y., & Zourbanos, N. (2004). Self-Talk in the Swimming Pool: The Effects of Self-Talk on Thought Content and Performance on Water-Polo Tasks. Jour-nal of Applied Sport Psychology, 16, 138-150.
Hatzigeorgiadis, A., Zourbanos, N., Goltsios, C., & Theodorakis, Y. (2008). Investigating the functions of self-talk: The effects of motivational self-talk on self-efficacy and performance in young tennis players. The Sport Psychologist, 22, 458-471
Highlen, P. S., & Bennett, B. B. (1983). Elite divers and wrestlers: A comparison between open and closed skill athletes. Journal of Sport Psychology, 1, 390–409.
Latham, G. P., & Budworth, M. H. (2006). The effect of training in verbal self-guidance on the self-efficacy and performance of Native North Americans in the selection interview. Journal of Vocational Behavior, 68, 516-523. doi:10.1016/j.jvb.2005.11.005
Lupyan, G., & Spivey, M. J. (2010). Redundant spoken labels facilitate perception of multiple items. Attention, Perception and Psychophysics, 72, 2236-2253. doi:10.3758/APP.72.8.2236
Manning, B.H. (1990). A categorical analysis of children´s self-talk during independent school assignments. Journal of Instructional Psychology, 17, 208-219.
Meichenbaum, D. (1977). Cognitive behavior modification: An integra-tive approach. New York, NY: Plenum Press.
Miyake, A., Emerson, M. J., Padilla, F., & Ahn, J. (2004). Inner speech as a retrieval aid for task goals: The effects of cue type and articulatory suppression in the random task cuing para-digm. Acta Psychologica, 115, 123-142. doi:10.1016/j.actpsy.2003.12.00
Sánchez, F., Carvajal, F., & Saggiomo, C. (2011). Self-Talk and academic performance. Paper presented at the Xll European Congress of PsychoIogy. JuIy 4-8. Istanbul.
Schwinger, M., Steinmayr, R., & Spinath, B. (2012). Not all roads lead to Rome—Comparing different types of motivational regulation profiles. Learning and Individual Differences, 22, 269-279. doi:10.1016/j.lindif.2011.12.006
Theodorakis, Y., Weinberg, R., Natsis, P., Douma, I., & Kazakas, P. (2000). The effects of motivational versus instructional self-talk on improving motor performance. Sport Psychologist, 14, 253-271.
Tullet, A., & Inzlicht, M. (2010) The voice of self-control: Block-ing the inner voice increases impulsive responding. Acta Psicoló-gica, 135, 252-256. Recuperado de doi:10.1016/j.actpsy.2010.07.008
Van Raalte, J. L., Brewer, B. W., Lewis, B. P., Linder, D. E., Wildman, G., & Kozimor, J. (1995). Cork! The effects of posi-tive and negative self-talk on dart throwing performance. Jour-nal of Sport Behavior, 18, 50–57.
Van Raalte, J. L., Cornelius, A. E., Brewer, B. W., & Hatten, S. J. (2000). The antecedents and consequences of self-talk in com-petitive tennis. Journal of Sport and Exercise Psychology, 22, 45–356.
Vigotsky, L. (1934/1987). Pensamiento y Habla. Colihue Clásica. Buenos Aires. (Trabajo original publicado en 1934).
Winsler, A., & Naglieri, J. (2003) Overt and Covert Verbal Prob-lem-Solving Strategies: Developmental Trends in Use, Aware-ness, and Relations With Task Performance in Children Aged 5 to 17. Child Development, 74, 659-678.
Winsler, A. (2009). Still talking to ourselves after all these years: A review of current research on private speech. In A. Winsler, C. Fernyhough & I. Montero (Eds.), Private speech, executive function-ing, and the development of verbal self-regulation (pp. 3-41). New York, NY: Cambridge University Press.
Winsler, A., Feder, M., Way, E. L., & Manfra, L. (2006). Maternal beliefs concerning young children's private speech. Infant and Child Development, 15, 403-420.
Wolters, C. A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, ef-fort, and classroom performance. Learning and Individual Differences, 11, 281-299.
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. The works are published in the online edition of the journal under a Creative Commons Reconocimiento-CompartirIgual 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.
