Children's self-talk and academic self-concepts: The impact of teachers' statements
Burnett, Paul C. (1999) Children's self-talk and academic self-concepts: The impact of teachers' statements. Educational Psychology in Practice, 15(3), pp. 195-200.
Data were collected from 269 Australian primary school children in grades 3 to 7. Self-report questionnaires measuring students' perceptions of the frequency of positive and negative statements directed to them by their teacher, their positive and negative self-talk; and their reading, mathematics and learning self-concepts were administered. Positive statements made by teachers were found to be directly related to positive self-talk and to maths and learning self-concepts. Teachers' positive statements were also indirectly related to reading self-concept through positive self-talk. Negative statements made by teachers were not predictive of self-talk or self-concepts for the total sample but were predictive of maths self-concept for girls and negative self-talk for boys. Implications for teachers and educational psychologists are discussed.
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|Item Type:||Journal Article|
|Keywords:||Children, Self-talk , Academic self-concepts|
|Divisions:||Current > QUT Faculties and Divisions > Division of Research and Commercialisation|
|Copyright Owner:||Copyright 1999 Taylor and Francis|
|Deposited On:||31 Aug 2009 08:50|
|Last Modified:||26 Aug 2013 08:42|
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