Role of Self-Talk in the Classroom: Investigating the Relationship of Eight-to-Nine-Year-Olds' Self-Regulatory Self-Talk Strategies with Their Classroom Self-Regulatory Behaviour and Mathematical Achievement

Autor/inn/en	Lee, Scott; McDonough, Andrea
Titel	Role of Self-Talk in the Classroom: Investigating the Relationship of Eight-to-Nine-Year-Olds' Self-Regulatory Self-Talk Strategies with Their Classroom Self-Regulatory Behaviour and Mathematical Achievement
Quelle	In: Early Child Development and Care, 185 (2015) 2, S.198-208 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.915818
Schlagwörter	Class Activities; Classroom Environment; Classroom Observation Techniques; Investigations; Communication Strategies; Mathematics Achievement; Self Disclosure (Individuals); Questionnaires; Self Management; Behavior Rating Scales; Student Behavior; Gender Differences; Elementary School Students; Suburban Schools; Psychometrics; Mathematics Tests; Verbal Communication; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Untersuchung; Kommunikationsstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fragebogen; Selbstmanagement; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Psychometry; Psychometrie; Ausland; Australien
Abstract	Much research has been conducted on children's self-talk and its use to regulate thinking and behaviour, but research has typically been conducted on audible self-talk when undertaking specific tasks designed by researchers and in laboratory situations. Addressing the need to study self-talk in the classroom and by students of an age when self-talk is largely internalised, this study investigated the association of self-talk with children's self-regulatory behaviour and academic performance. The findings reported in this paper are based on the data from self-report questionnaires on self-talk completed by eight-to-nine-year-olds, national mathematics achievement test results, and a teacher-completed behaviour rating scale. Based on the previous research, results were somewhat unexpected, including that self-talk may not have a very strong role in children's behavioural self-regulation and calling into question an effect of self-talk on children's learning in the classroom. Possible reasons are provided and the need for future research is acknowledged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01