Self-Talk and Affective Problems in College Students: Valence of Thinking and Cognitive Content Specificity

Calvete, Esther; Estévez, Ana; Landín, Covadonga; Martinez, Yolanda G.; Cardeñoso, Olga; Villardón, Lourdes; Sánchez, Aurelio Villa

doi:10.1017/s1138741600004960

Cited by 37 publications

(47 citation statements)

References 41 publications

(57 reference statements)

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“…The first objective consists in trying to identify patterns or trends in the valence of the participants' self-talk. Given the composition of the sample, and taking into account the results found in previous studies with similar samples (Calvete et al, 2005), we expect to find a dominance of positive rather than negative self-talk and consider this as our first study hypothesis.…”

Section: Study Objectivesmentioning

confidence: 80%

“…We used the Self-Talk Inventory (STI) for young adults developed by Calvete et al, 2005 to identify and assess the positive and negative self-talk of university students and to analyse the relationship with affective problems. The STI consists of 52 items and two scales of 26 items, one to identify negative self-talk and the other to identify positive selftalk.…”

Section: General Self-talkmentioning

confidence: 99%

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Autodiálogos y rendimiento académico en estudiantes universitarios

2015

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Título: Autodiálogos y rendimiento académico en estudiantes universitarios. Resumen: En este trabajo se identificaron los autodiálogos de un grupo de estudiantes en situaciones cotidianas y en situaciones académicas de evaluación. Posteriormente, se analizó la relación entre los autodiálogos y el rendimiento académico. Los resultados muestran que: (1) existe correlación entre las valencias del autodiálogo general y el autodiálogo académico; (2) los participantes muestran más autodiálogo positivo que negativo, tanto en su vida cotidiana como en situaciones académicas. En relación a estas últimas, los participantes informan más autodiálogo negativo y menos autodiálogo positivo ante la evaluación de una materia académica percibida como difícil que ante una percibida como fácil; (3) la valencia negativa de los autodiálo-gos (general y académico) correlacionó con los resultados académicos negativos anticipados por los estudiantes seis semanas antes de realizar el examen y (4) en el caso de la materia valorada como difícil, los resultados académicos obtenidos en el examen guardan una estrecha relación con el rendimiento anticipado. Encontramos en los resultados argumentos para reflexionar sobre la utilidad que podría tener el entrenamiento en el uso de autodiálogos adecuados para facilitar el afrontamiento de situaciones acadé-micas percibidas como difíciles y mejorar el rendimiento de los estudiantes en tales situaciones. Palabras clave: Autodiálogo; valencia emocional; rendimiento académico; estudiantes universitarios. 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 situations.

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Section: Study Objectivesmentioning

confidence: 80%

Section: General Self-talkmentioning

confidence: 99%

Autodiálogos y rendimiento académico en estudiantes universitarios

2015

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“…They were head of their families for at least six months and were under Imam Khomeini Relief Foundation coverage. The inclusions criteria were: interest to participate in the study, signed an informed consent form, do not having a medical illness or psychotic disorder, having no hearing impairment Calvete et al (2005), this inventory is a self-report instrument to assess positive and negative self-talk in adults. It has negative and positive subscales.…”

Section: Methods Participantsmentioning

confidence: 99%

“…Reported alpha coefficients for the negative and positive self-talk scales are .90 and .80, respectively. Relationships between the scores of this inventory and depression, anxiety, and stress indicate the convergent validity of the inventory (Calvete et al, 2005). Participants are asked to imagine specific situations, then answer each of the 52 items in the inventory by using a 4-point Likert scale.…”

Section: Methods Participantsmentioning

confidence: 99%

“…Studies have indicated that using positive self-talk and reducing negative self-talk will lead to beneficial outcomes such as increased self-esteem (Clore & Gaynor, 2006), decreased negative emotions (Calvete et al, 2005), decreased anxiety (Shi, Brinthaupt, & McCree, 2015), increased self-awareness (Morin, 1993), and improved cognitive functions (Alderson-Day & Fernyhough, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The Efficacy of Hypnotherapy for Ego Strengthening and Negative Self-Talk in Female Heads of Households

Vasel¹,

Farhadi²,

Paidar³

et al. 2016

Sleep Hypn

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Sleep Hypn 2016;18(4):74-81 http://dx.doi.org/10.5350/Sleep. Hypn.2016.18.0111 ABSTRACT Purpose: Females who are heads of households, due to considerable life difficulties, are a vulnerable population that needs more support, including psychological treatment and empowerment programs. The current paper aims at ego strengthening and decreasing negative self-talk as useful strategies to achieve this goal.Methods: This paper was a quasi-experimental study that aimed to strengthen the ego and reduce the negative selftalk through hypnotherapy in female-headed households. In this study, a sample of 30 Iranian women were selected by purposive Sampling from all female-headed households who had been referred for treatment was randomly divided into two groups (experimental and control), and eight 45-minute sessions of hypnotherapy were performed for them. The ego strength and self-talk of the subjects were measured using Psychosocial Inventory of Ego Strengths and Self-Talk Inventory.Results: Multiple Analysis of Covariance indicated there was a significant difference between the control and the experimental group in terms of ego strength Wilks' Lambda = 0.29,F = 25.6,p < .001, and negative self-talk scores, Wilks' Lambda = 0.49,F = 10.6,p = .001, on the posttest. And ego strength. In other words, after controlling the effect of pretest or a covariate, ego strength was higher in the experimental group than in the control group, and the experimental group had less negative self-talk after treatment. Conclusions:The result of this study indicates that ego-strengthening-based hypnotherapy can be effective in reducing negative self-talk.

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Self‐reported inner speech use in university students

Morin

Duhnych

Racy

2018

Applied Cognitive Psychology

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Remarkably little is known regarding what people talk to themselves about (inner speech use) in their everyday lives. Existing self-directed speech measures (e.g., thought sampling and questionnaires) either uniquely capture inner speech frequency and neglect its content or classify selfreported thoughts instances in overly simplistic categories determined by the researchers. In the current study, we describe an open-format thought listing procedure as well as a refined coding scheme and present detailed inner speech content self-generated by 76 university students.The most frequently self-reported inner speech activities were self-regulation (e.g., planning and problem solving), self-reflection (e.g., emotions, self-motivation, appearance, behavior/performance, and autobiography), critical thinking (e.g., evaluating, judging, and criticizing), people in general, education, and current events. Inner speech occurred most commonly while studying and driving. These results are consistent with the self-regulatory and self-referential functions of inner speech often emphasized in the literature. Future research avenues using the open-format inner speech listing procedure and coding scheme are proposed.

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Self-Talk and Affective Problems in College Students: Valence of Thinking and Cognitive Content Specificity

Cited by 37 publications

References 41 publications

Autodiálogos y rendimiento académico en estudiantes universitarios

Autodiálogos y rendimiento académico en estudiantes universitarios

The Efficacy of Hypnotherapy for Ego Strengthening and Negative Self-Talk in Female Heads of Households

Self‐reported inner speech use in university students

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