01953nam a22002057a 4500 20240305110528.0 240305b ||||| |||| 00| 0 eng d 0195-6744 Uhrich, Benjamin B. | Rogelberg, Sandra L. | Rogelberg, Steven G. The Power of the Inner Voice : Examining Self-Talk’s Relationship with Academic Outcomes (Journal Article) Chicago : University of Chicago Press , May 2022 31-60p. American Journal of Education , Volume 128: Number 3, May 2022 ***______{For Hard Copy, Please visit Library.}________*** Abstract: Purpose: People use self-talk (verbalized cognitions) to monitor and evaluate their performance, making it a vital construct in the self-regulation process. Research Methods/Approach: We coded 1,092 self-talk responses from 177 undergraduates for two types of self-talks, constructive and dysfunctional. Findings: We found constructive self-talk positively related to satisfaction, self-efficacy, and academic performance, whereas dysfunctional self-talk negatively related to satisfaction and self-efficacy but was not significantly related to performance. Constructive self-talk explained incremental variance in self-efficacy and performance beyond that explained by related psychological constructs: self-regulation skills, conscientiousness, and neuroticism. Dysfunctional self-talk only explained incremental variance in self-efficacy. Implications: This study shows that self-talk is a unique and influential construct that should be of interest to academics and practitioners across the disciplines of psychology and education. Inner Voice| Self Help| Self Talk Relationship| Psychological constructs Kello, John E. | Williams, Eleanor B. | Gur, Shahar S. | Caudill, Leann E. | Moffit, Miles https://doi.org/10.1086/727006 PER 0 0 0 0 RIEBPL RIEBPL 2024-03-05 0 2024-03-05 00:00:00 2024-03-05 PER 45516 45515