: Examining Self-Talk’s Relationship with Academic Outcomes (Journal Article) Uhrich, Benjamin B. | Rogelberg, Sandra L. | Rogelberg, Steven G. creator Kello, John E. | Williams, Eleanor B. | Gur, Shahar S. | Caudill, Leann E. | Moffit, Miles text Chicago : University of Chicago Press , May 2022 monographic eng

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31-60p. 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. ***______{For Hard Copy, Please visit Library.}________*** Inner Voice| Self Help| Self Talk Relationship| Psychological constructs 0195-6744 https://doi.org/10.1086/727006 https://doi.org/10.1086/727006 240305 20240305110528.0