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ERIC Number: EJ1048963
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0300-4430
Role of Self-Talk in the Classroom: Investigating the Relationship of Eight-to-Nine-Year-Olds' Self-Regulatory Self-Talk Strategies with Their Classroom Self-Regulatory Behaviour and Mathematical Achievement
Lee, Scott; McDonough, Andrea
Early Child Development and Care, v185 n2 p198-208 2015
Much research has been conducted on children's self-talk and its use to regulate thinking and behaviour, but research has typically been conducted on audible self-talk when undertaking specific tasks designed by researchers and in laboratory situations. Addressing the need to study self-talk in the classroom and by students of an age when self-talk is largely internalised, this study investigated the association of self-talk with children's self-regulatory behaviour and academic performance. The findings reported in this paper are based on the data from self-report questionnaires on self-talk completed by eight-to-nine-year-olds, national mathematics achievement test results, and a teacher-completed behaviour rating scale. Based on the previous research, results were somewhat unexpected, including that self-talk may not have a very strong role in children's behavioural self-regulation and calling into question an effect of self-talk on children's learning in the classroom. Possible reasons are provided and the need for future research is acknowledged.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia