000			01953nam a22002057a 4500
005			20240305110528.0
008			240305b ||||| |||| 00| 0 eng d
022			_a0195-6744
100			_aUhrich, Benjamin B. | Rogelberg, Sandra L. | Rogelberg, Steven G.
245			_aThe Power of the Inner Voice _b: Examining Self-Talk’s Relationship with Academic Outcomes (Journal Article)
260			_aChicago _b: University of Chicago Press _c, May 2022
300			_a31-60p.
440			_aAmerican Journal of Education _v, Volume 128: Number 3, May 2022
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: 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.
650			_aInner Voice| Self Help| Self Talk Relationship| Psychological constructs
700			_aKello, John E. | Williams, Eleanor B. | Gur, Shahar S. | Caudill, Leann E. | Moffit, Miles
856			_uhttps://doi.org/10.1086/727006
942			_cPER
999			_c45516 _d45515