The Motivational Function of Preschoolers' Private Speech

Chiu, Shuhui; Alexander, Patricia A.

doi:10.1207/s15326950dp3002_03

Cited by 26 publications

(15 citation statements)

References 14 publications

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“…Although self-talk has been conceptualized as an antecedent of self-efficacy, empirical findings regarding the effects of self-talk on self-efficacy are equivocal (Landin & Hebert, 1999;Scopp, 2003), which might threaten conclusions regarding self-efficacy's mediatory role. Self-talk use has also been associated with persistence and subsequent performance on a challenging task (Chiu & Alexander, 2000).…”

Section: Potential Mediators Of the Relationship Between Self-talk Anmentioning

confidence: 99%

Effects of Self-Talk: A Systematic Review

Tod

Hardy

Oliver

2011

Journal of Sport and Exercise Psychology

223

139

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This article presents a systematic review of the literature examining the relationship between self-talk and performance. "Second-generation questions" regarding potential mediators and moderators of the self-talk-performance relationship were also examined. A total of 47 studies were analyzed. Results indicated beneficial effects of positive, instructional, and motivational self-talk for performance. Somewhat surprisingly, two evidence-based challenges to popular current viewpoints on self-talk emerged. First, negative self-talk did not impede performance. Second, there was inconsistent evidence for the differential effects of instructional and motivational self-talk based on task characteristics. Results from the mediation-based analysis indicate that cognitive and behavioral factors had the most consistent relationships with self-talk. The findings are discussed in the context of recent theoretical advances, and the article includes recommendations for future research (e.g., the use of designs allowing the testing of meditational hypotheses) and for current applied practice (e.g., avoiding the use of thought-stopping techniques).

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Section: Potential Mediators Of the Relationship Between Self-talk Anmentioning

confidence: 99%

Effects of Self-Talk: A Systematic Review

Tod

Hardy

Oliver

2011

Journal of Sport and Exercise Psychology

223

139

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“…Statements that demonstrated the monitoring of task performance (Daugherty & Logan, 1996) or speech that reflects the awareness or regulation of one's thinking during task performance (Manning, White, & Daugherty, 1994) have been described as metacognitive self-talk. Chiu and Alexander (2000) found that children who engaged in a higher proportion of metacognitive self-talk are more likely to strive to complete challenging tasks without direct assistance of an adult. Self-talk has also been found to play a role in children's planning (Lidstone, Meins, & Fernyhough, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is questionable that these forms of internalised speech are always task-relevant since they cannot be deciphered. It is also unclear whether such internalised speech facilitates or hinders task performance (Chiu & Alexander, 2000). Non-observable internalised speech is not taken into account in studies that examine self-talk in the form of overt or observable speech.…”

Section: Literature Reviewmentioning

confidence: 99%

“…First, a list of 32 questions was developed based on a review of previous studies on task-relevant or metacognitive self-talk among children, as well as previous studies on self-talk that used self-report questionnaires among adults (Chiu & Alexander, 2000;Diaz, Winsler, & Atencio, 1992;Duncan & Cheyne, 1999;Hatzigeorgiadis, Theodorakis, & Zourbanos, 2004;Lee, 2011;Lodge, Tripp, & Harte, 2000;Patrick & Abravanel, 2000;Theodorakis, Hatzigeorgiadis, & Chroni, 2008;Zervas, Stavrou, & Psychountaki, 2007).…”

Section: Questionnairementioning

confidence: 99%

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Investigating eight- to nine-year-olds’ self-regulatory self-talk in the context of their classroom tasks

Lee

McDonough

Bird

2014

Early Child Development and Care

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Self-talk has been recognised as an important tool used by children to regulate their thinking and behaviour. Existing studies typically characterise children's self-talk according to broad categories that do not allow for investigation of selfregulatory aspects of children's internalised self-talk. The findings reported in this paper are based on a pilot study aimed at eliciting information on self-talk that eight-to nine-year-olds employ in the context of their classroom tasks and at a stage when the children's self-talk is largely internalised. The findings offer useful insights into the types of self-regulatory self-talk employed by children in the classroom and suggest that these aspects should be considered in the characterisation and study of children's self-talk.

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“…Based on the work of Vygotsky (1934Vygotsky ( /1986 and others (Alexander, White, & Daugherty, 1997;Chiu & Alexander, 2000;, research has also shown that children with different motivation patterns demonstrate distinct verbalization patterns while working on challenging tasks, which are indicative of their cognitive processes related to the task. For example, it has been shown that children with less adaptive motivation tend to demonstrate more negative, nonfacilitative private speech (e.g., "This is too hard" and "I can't do this"), whereas children with adaptive motivation patterns tend to demonstrate more positive and facilitative speech patterns (e.g., "I can do this" and "I need to try another way") (Alexander et aI., 1997;Chiu & Alexander, 2000;Harris, Brown, Day, & Burns, 2007;. , for example, examined verbalization differences between mastery, attenuated-mastery, and performance oriented preschool children from middle-and upper-SES backgrounds.…”

Section: Achievement Motivation and Verbalizationsmentioning

confidence: 99%

Achievement motivation and self-evaluative emotions in preschool children from low-income families.

Day¹

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, and Kathleen Rudasill, for their support and feedback throughout this process. I am grateful for my fellow lab members over the years, especially Dr. Danielle Brown, Paulette Flores, and Melissa Gordon, who were always willing to lend a sympathetic ear or share some laughs. This study would not have been possible without the participation of the local Head Start program administrators, teachers, parents, and children, and the data collection and coding of multiple undergraduate research assistants. I especially want to thank my fiance, Jeremy Hess, for his unconditional support, love, and patience every step of the way. Finally, I want to thank my parents, Charles and Julia Day, and family members, Phil and Cheryl Hess, for their support and encouragement. I love you all.

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The Motivational Function of Preschoolers' Private Speech

Cited by 26 publications

References 14 publications

Effects of Self-Talk: A Systematic Review

Effects of Self-Talk: A Systematic Review

Investigating eight- to nine-year-olds’ self-regulatory self-talk in the context of their classroom tasks

Achievement motivation and self-evaluative emotions in preschool children from low-income families.

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