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.

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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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ID Code: 27104
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Children, Self-talk , Academic self-concepts
DOI: 10.1080/0266736990150308
ISSN: 0266-7363
Divisions: Current > QUT Faculties and Divisions > Division of Research and Commercialisation
Copyright Owner: Copyright 1999 Taylor and Francis
Deposited On: 30 Aug 2009 22:50
Last Modified: 25 Aug 2013 22:42

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