Children's Self‐Talk and Academic Self‐Concepts

Abstract

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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