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Journal articles on the topic 'Instructional self-talk'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Soleymani, Tappesari Bahare, Tayebeh Baniasadi, Zahra Chaharbaghi, and Chamachaei Fatemeh Adib. "The Effects of Instructional and Motivational Self-talk on Learning a Dart Throwing Skill in Children with Mild Mental Retardation." International Journal of Pediatrics 10, no. 6 (2022): 16163–69. https://doi.org/10.22038/IJP.2022.63100.4817.

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Background: The aim of this study was to investigate the effects of instructional and motivational self-talk on learning a dart throwing skill in children with mild mental retardation. Method: The subjects included 45 children with mild mental retardation who were equally divided into three groups of instructional self-talk, motivational self-talk, and control. The motor task included darts throwing skill in which children’s darts throwing scores as well as self-efficacy were measured as dependent variables. The Participants performed pre-test (including 15 throws), acquisition phase (in

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Latinjak, Alexander T., Marc Masó, and Nikos Comoutos. "Goal-Directed Self-Talk Used During Technical Skill Acquisition: The Case of Novice Ultimate Frisbee Players." Sport Psychologist 32, no. 1 (2018): 60–65. http://dx.doi.org/10.1123/tsp.2017-0047.

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Even though goal-directed self-talk is a key element in self-regulated learning, providing instruction and giving feedback during technical skill acquisition, few studies have explored the specific functions with which it might enhance learning and improve performance. Therefore, immediately after a training session, 32 novice Ultimate Frisbee players (Mage = 22.88, SD = 9.71) were asked to report as many self-instructions as they remembered using before task execution, after unsuccessful throws, and after successful throws. A hierarchical content analysis indicated that players used mainly in

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Zourbanos, Nikos, Antonis Hatzigeorgiadis, Dimitris Bardas, and Yannis Theodorakis. "The Effects of Self-Talk on Dominant and Nondominant Arm Performance on a Handball Task in Primary Physical Education Students." Sport Psychologist 27, no. 2 (2013): 171–76. http://dx.doi.org/10.1123/tsp.27.2.171.

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The present study examined the effects of instructional and motivational self-talk on handball performance using a novel task (nondominant arm) and a learned task (dominant arm) in primary school students. Participants were randomly assigned into two experimental groups (instructional and motivational) and one control group. The results revealed that for both tasks instructional and motivational self-talk groups improved their performance significantly in comparison with the control group and that for the nondominant arm instructional self-talk had a larger effect compared with motivational se

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Chiu, Yi-Hsiang, Frank J. H. Lu, Diane L. Gill, Tzu-Wen Lin, Chiu-Chen Chang, and Shu-Ching Wu. "Interaction of mindfulness disposition and instructional self-talk on motor performance: a laboratory exploration." PeerJ 7 (June 6, 2019): e7034. http://dx.doi.org/10.7717/peerj.7034.

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In considering that high mindfulness disposition individuals possess a unique ability to maintain attention and awareness, and attention is one of the key mechanisms of instructional self-talk, the purpose of this study was to examine the interaction of mindfulness disposition and instructional self-talk on motor performance. Forty-nine college students (M age = 18.96 ± 1.08) with high/low mindfulness disposition (high n = 23; low n = 26) selected out of 126 college students performed a discrete motor task (standing long jump) and a continuous motor task (line tracking task) under instructiona

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Dali, Mohd Saufi, Mohad Anizu Mohd Nor, and Ahmad Fikri Mohd Kassim. "SELF-TALK ON SPORT PERFORMANCE AND SELECTED PSYCHOLOGICAL VARIABLES: A SYSTEMATIC REVIEW." Malaysian Journal of Sport Science and Recreation 19, no. 2 (2023): 351–63. http://dx.doi.org/10.24191/mjssr.v19i2.24011.

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Self-talk is a psychological skill training that improves motor performance and sports skills among athletes. Previous research has indicated differences between motivational self-talk and instructional self-talk in sports performance. However, there is a lack of attention paid to the effectiveness of self-talk toward psychological barriers. Therefore, the primary aim of this study was to examine past studies on the effect of self-talk on sports performance and to select psychological variables among athletes. Through a systematic review, we analysed the scientific production concerning the sp

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Van Raalte, Judy L., Lorraine Wilson, Allen Cornelius, and Britton W. Brewer. "Self-Talk in a SCUBA Diving Context." Sport Psychologist 32, no. 3 (2018): 244–47. http://dx.doi.org/10.1123/tsp.2017-0091.

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Theory suggests that matching self-talk to sport demands can result in performance benefits, but the effects of self-talk in adventure-sport contexts that feature high risk (e.g., self-contained underwater breathing apparatus [SCUBA] diving) have not been studied. This research explored the effects of instructional and motivational self-talk in a high-risk adventure-sport context. Students (N = 78) enrolled in SCUBA diving courses were randomly assigned to self-talk (instructional, motivational) or control conditions; practiced self-talk and SCUBA diving skills; rated their levels of effort, c

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Liu, Hong-Yu, Frank J. H. Lu, Yawen Hsu, Diane L. Gill, Yi-Hsiang Chiu, and Yu-Hao Peng. "Interactive Effects on Motor Performance of Mindfulness, Performance Under Pressure, Self-Talk, and Motor Task Characteristics." Perceptual and Motor Skills 129, no. 2 (2022): 307–27. http://dx.doi.org/10.1177/00315125211069042.

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High mindfulness individuals have been found to perform better on motor tasks under various conditions, but it is unknown whether mindfulness and performance relate when performing under pressure or using different types of self-talk with different motor tasks. In this study, 46 male participants ( Mage = 21.4, SD = 1.72 years) with high mindfulness ( n = 23) and low mindfulness ( n = 23) performed dart-throwing and two-hand coordination tasks under pressure and non-pressure conditions and when using instructional and unrelated self-talk. First, on the two-hand coordination task, a three-way m

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Kawashima, Michie. "Giving instruction on self-care during midwifery consultations in Japan." Journal of Asian Pacific Communication 20, no. 2 (2010): 207–25. http://dx.doi.org/10.1075/japc.20.2.03kaw.

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This study focuses on instructional talk during prenatal visits in Japan. In order to prepare an upcoming delivery, a midwife often engages in instructional talk about the patient’s self-care at home. Yet, giving instruction is an interactionally challenging task, even in the medical setting. For example, a recipient may not accept advice easily, since this may reveal a recipient’s lack of knowledge and incompetence. By using conversation analysis, I find some interactional steps through which a midwife establishes interactional relevance of instruction. These steps include (1) assuring readin

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Robin, Nicolas, Robbin Carien, and Laurent Dominique. "Tennis Service Performance in Beginners: The Effect of Instructional Self-Talk Combined With Motor Imagery." Journal of Motor Learning and Development 10, no. 1 (2022): 200–211. http://dx.doi.org/10.1123/jmld.2021-0044.

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The aim of this study was to investigate the effect of motor imagery (MI) combined with instructional self-talk on service performance in young novice tennis players. The participants were assigned to one of three groups: control, MI, or MI + self-talk. They performed a pretest (10 serves), participated in 5 days of intervention sessions, and finally performed a posttest similar to the pretest. During the intervention sessions, the participants performed 20 serves. The control group was not given any instructions other than verbal instructions on the steps of the serve. Before each serve, the

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Tod, David, James Hardy, and Emily Oliver. "Effects of Self-Talk: A Systematic Review." Journal of Sport and Exercise Psychology 33, no. 5 (2011): 666–87. http://dx.doi.org/10.1123/jsep.33.5.666.

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This article presents a systematic review of the literature examining the relationship between self-talk and performance. “Second-generation questions” regarding potential mediators and moderators of the self-talk–performance relationship were also examined. A total of 47 studies were analyzed. Results indicated beneficial effects of positive, instructional, and motivational self-talk for performance. Somewhat surprisingly, two evidence-based challenges to popular current viewpoints on self-talk emerged. First, negative self-talk did not impede performance. Second, there was inconsistent evide

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Abdoli, Behrouz, James Hardy, Javad F. Riyahi, and Alireza Farsi. "A Closer Look at How Self-Talk Influences Skilled Basketball Performance." Sport Psychologist 32, no. 1 (2018): 9–15. http://dx.doi.org/10.1123/tsp.2016-0162.

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Empirical literature addressing the effectiveness of self-talk for expert performers is lacking. We addressed this shortcoming within the existent literature and examined the comparative effects of instructional and motivational self-talk on basketball free throw shooting accuracy and salient movement kinematics. We recruited 20 professional basketball players to participate in a 2 × 2 pre/post-test experiment. Free throw accuracy and movement patterns were recorded, with the latter subsequently used to calculate elbow–wrist coordination variability. Results indicated superior shooting accurac

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Panteli, Flora, Charilaos Tsolakis, Dimitris Efthimiou, and Athanasia Smirniotou. "Acquisition of the Long Jump Skill, Using Different Learning Techniques." Sport Psychologist 27, no. 1 (2013): 40–52. http://dx.doi.org/10.1123/tsp.27.1.40.

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This study examined the contribution of instructional self-talk and observational learning on the development of long jump technique. Sixty-nine beginner athletes were randomly assigned to four groups: ‘self-talk’, ‘video’, ‘self-talk + video’ and control group. All groups performed 24 practice sessions, consisting of a cognitive intervention program in the form of either instructional self-talk or observational learning, or a combination of both, and the practice of specific drills. A significantly higher performance improvement was recorded for the self-talk group in post test, whereas when

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Theodorakis, Yannis, Robert Weinberg, Petros Natsis, Irini Douma, and Panagiotis Kazakas. "The Effects of Motivational versus Instructional Self-Talk on Improving Motor Performance." Sport Psychologist 14, no. 3 (2000): 253–71. http://dx.doi.org/10.1123/tsp.14.3.253.

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This study examined the effectiveness of different self-talk strategies on increasing performance in different motor tasks. Specifically, four laboratory experiments were conducted to examine the effect of motivational versus instructional self-talk strategies on four different tasks. Included in the experiments were a soccer accuracy lest, a badminton service test, a sit up test, and a knee extension task on an isokinetic dynamometer. Results of the first two experiments indicated that only the participants of the instructional group improved their performance significantly more than the moti

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Perkos, Stefanos, Yannis Theodorakis, and Stiliani Chroni. "Enhancing Performance and Skill Acquisition in Novice Basketball Players with Instructional Self-Talk." Sport Psychologist 16, no. 4 (2002): 368–83. http://dx.doi.org/10.1123/tsp.16.4.368.

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This study examined the effectiveness of instructional self-talk on acquiring and performing three basketball skills (dribbling, passing, and shooting). Sixty-two young, novice players were organized into two groups. The experimental group accompanied the practice of three specific drills with self-talk. The control group performed the same drills traditionally. Six assessment sessions were completed. Repeated measures MANOVAs showed that experimental group participants performed better than their control group counterparts when dribbling and passing. Experimental group participants and their

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Van Raalte, Judy L., Ruth Brennan Morrey, Allen E. Cornelius, and Britton W. Brewer. "Self-Talk of Marathon Runners." Sport Psychologist 29, no. 3 (2015): 258–60. http://dx.doi.org/10.1123/tsp.2014-0159.

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Much of the research on self-talk in sport has focused on the effects of assigned self-talk (e.g., instructional self-talk, motivational self-talk) on the performance of laboratory tasks and/or tasks of short duration (Hatzigeorgiadis, Zourbanos, Galanis, & Theodorakis, 2011; Tod, Hardy, & Oliver, 2011). The purpose of this study was to explore more fully the self-talk of athletes involved in competition over an extended period of time. Marathon runners (N = 483) were surveyed. The majority (88%) of runners, those who indicated that they use self-talk during marathons, completed open-e

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Van Raalte, Judy L., Allen E. Cornelius, Britton W. Brewer, and Stephen J. Hatten. "The Antecedents and Consequences of Self-Talk in Competitive Tennis." Journal of Sport and Exercise Psychology 22, no. 4 (2000): 345–56. http://dx.doi.org/10.1123/jsep.22.4.345.

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Although a number of studies have demonstrated the effects of self-talk on sport performance, the research literature on the antecedents of self-talk in competitive sport is sparse. The purpose of this study was to examine both the antecedents and the consequences of self-talk during competitive tennis performance. Eighteen adult tournament players were observed during United States Tennis Association–sanctioned matches. Players’ audible self-talk, observable gestures, and tennis scores were recorded using the Self-Talk and Gestures Rating Scale (Van Raalte, Brewer, Rivera, & Petitpas, 199

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Todorovich, John. "Can Instructional and Motivational Self-Talk Improve Student Performance?" Journal of Physical Education, Recreation & Dance 83, no. 5 (2012): 10. http://dx.doi.org/10.1080/07303084.2012.10598771.

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Van Dyke, Erika D., Judy L. Van Raalte, Elizabeth M. Mullin, and Britton W. Brewer. "Self-Talk and Competitive Balance Beam Performance." Sport Psychologist 32, no. 1 (2018): 33–41. http://dx.doi.org/10.1123/tsp.2016-0085.

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Little research has explored the relationship between highly skilled athletes’ self-talk and their competitive performance over the course of a season. For the current study, positive, negative, motivational, instructional, and functional dimensions of collegiate gymnasts’ (N = 141) self-talk were assessed. The gymnasts’ competitive balance beam performances in intercollegiate meets were also recorded. Multiple regression analysis revealed that positive self-talk significantly predicted balance beam performance and performance consistency. Significant positive correlations were found among key

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Yang, Liu, and Yingchun Wang. "The effect of motivational and instructional self-talk on attentional control under noise distraction." PLOS ONE 18, no. 9 (2023): e0292321. http://dx.doi.org/10.1371/journal.pone.0292321.

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Inhibition is the key factor of attentional control (AC). Basketball players are typically exposed to noise from the audience or opposing teams while competing. These distractions disrupt the attentional systems, ultimately compromise the athletes’ inhibition ability and directly affect their performance on the court. Hence, effective AC strategies are crucial. Two studies were demonstrated to investigate the effects of noise distractions on attentional control and the moderating effect of self-talk. In Study 1, 36 participants undertook the Stroop task, showing an increased error rate with no

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Tod, David A., Rhys Thatcher, Michael McGuigan, and Joanne Thatcher. "Effects of Instructional and Motivational Self-Talk on the Vertical Jump." Journal of Strength and Conditioning Research 23, no. 1 (2009): 196–202. http://dx.doi.org/10.1519/jsc.0b013e3181889203.

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Veysel, Temel. "The Power of Inner Dialogue: The Impact of Self-Talk Techniques on Athlete Performance." Archives of Clinical and Experimental Orthopaedics 9, no. 1 (2025): 001–3. https://doi.org/10.29328/journal.aceo.1001021.

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Self-talk is a pivotal psychological technique within sports psychology that significantly influences an athlete’s performance and mental resilience. It involves the process of athletes engaging in internal dialogue to achieve specific psychological objectives such as enhancing motivation, improving focus, and managing stress. This technique encompasses various forms of self-directed communication including positive affirmations, instructional reminders, and motivational statements. Understanding the different types of self-talk and their effects is essential for athletes, coaches, and sports

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Lv, Tianyu. "The Analysis of Novice English Teacher Talk in Junior High School under SETT Framework." English Language Teaching and Linguistics Studies 6, no. 1 (2024): p86. http://dx.doi.org/10.22158/eltls.v6n1p86.

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In the realm of English teaching, teacher talk stands as a pivotal instructional instrument, serving both as a vital tool for teachers and a primary conduit for knowledge input for students. Effective classroom instruction is intricately woven with the dynamic, two-way interaction between teachers and students, which is expertly guided by the teacher talk. While numerous scholars have delved into the exploration of teacher talk, there remains a dearth of research investigating the specific landscape of novice English teachers’ classroom talk, particularly within the framework of Walsh’s Self-E

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Hardy, James, Keith Begley, and Anthony W. Blanchfield. "It's Good But it's Not Right: Instructional Self-Talk and Skilled Performance." Journal of Applied Sport Psychology 27, no. 2 (2014): 132–39. http://dx.doi.org/10.1080/10413200.2014.959624.

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Pueschel, Chance. "A Self-Directed Teaching Method to Improve English Skills." Global Association of Applied Liberal Arts Studies 1, no. 1 (2023): 91–109. http://dx.doi.org/10.58990/galas.2023.1.1.91.

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In this study proposes integrating a Self-Access Learning into classroom or activities to improve English instruction. Students can learn English independently in library areas or English-only spaces at the Self-Access Learning Center. In the Self-Access Learning, counseling teachers help students listen and talk in English according to their interests, English skills, and learning styles. Several European, Hong Kong, Japanese, Singaporean, and Australian Self-Access Learning employ self-directed learning to improve English fluency This may be a great example for English education in our

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Murray-Johnson, Kayon. "(En)gauging Self: Toward a Practical Framework for Race Talk." Adult Learning 30, no. 1 (2018): 4–14. http://dx.doi.org/10.1177/1045159518805890.

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Adult educators in higher education settings often facilitate topics that stir difficult dialogues on race and racism. In the United States, an increased population of racially diverse individuals set against the backdrop of our current sociopolitical climate, suggests the need for authentic conversations surrounding race remain critical. By extension, the need for skillful facilitators can only be expected to increase. At the same time, however, many instructors avoid or fear race talk because of its potential to become emotionally charged. This article proposes a practical, reflective framew

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E., M. Jeena, and A. Veliappan Dr. "IMPACT OF INSTRUCTIONAL MULTIMEDIA LEARNING PACKAGE IN IMPROVING ENVIRONMENTAL LITERACY." International Journal of Multidisciplinary Research and Modern Education 3, no. 1 (2017): 248–52. https://doi.org/10.5281/zenodo.557411.

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This study was designed to investigate the effect of instructional multimedia learning package in improving environmental literacy. The investigator attempted to study the difference between the chalk and talk method of teaching and teaching through instructional multimedia learning package in terms of environmental literacy test.92 eighth grade students of which 46 students in control group and 46 students in experimental group were the sample of study and they were equally assigned to control and experimental groups by intelligence test scores. The control group sample were taught through ch

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Wheeler, Katherine, Jennifer Hamrick, Alexis Favela, and Sam Hilbert. "Preliminary findings for self-talk with self-management to support a female autistic adult with anxiety-type behaviors at their jobsite." Journal of Vocational Rehabilitation 61, no. 3 (2024): 381–91. https://doi.org/10.1177/10522263241283571.

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Background: Autistic individuals are often more susceptible to co-occurring anxiety disorders. Self-management, as a behavior analytic strategy, has been found to be an effective tool for individuals to monitor one's own behavior and increase prosocial behavior. Cognitive behavioral strategies include the use of self-instructional strategies to prompt and support behaviors for an individual by changing their thought processes and their self-talk. Self-talk (e.g., inner speech or self-statements) is embedded within cognitive behavioral strategies and contributes to effective self-regulation and

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Beneka, Anastasia, Paraskevi Malliou, Asimenia Gioftsidou, et al. "Effects of instructional and motivational self-talk on balance performance in knee injured." European Journal of Physiotherapy 15, no. 2 (2013): 56–63. http://dx.doi.org/10.3109/21679169.2013.776109.

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Simon, Irene Maya, Diniy Hidayatur Rahman, Nugraheni Warih Utami, and Eko P. Laksana. "Paket Pelatihan Coping Self-Talk bagi Calon Konselor." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 5, no. 4 (2020): 559. http://dx.doi.org/10.17977/jptpp.v5i4.13427.

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<p class="Abstrak"><strong>Abstract:</strong> This study aims to develop a training package of coping self-talk for pre-service counselors that has high acceptability, i.e. meeting the criteria of appropriateness, usefulness, easiness, attractiveness and clarity. The study applied a research and development design and procedure adapted from Borg &amp; Gall. The evaluation of the training package was carried out through expert judgement and field testing. Two experts in guidance and counseling and one expert in instructional media were asked to validate the training packag

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Boroujeni, Shahzad Tahmasebi, and Mehdi Shahbazi. "The Effect of Instructional and Motivational Self-Talk on Performance of Basketball's Motor Skill." Procedia - Social and Behavioral Sciences 15 (2011): 3113–17. http://dx.doi.org/10.1016/j.sbspro.2011.04.255.

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Daly, David A., Candace A. Simon, and Michelle Burnett-Stolnack. "Helping Adolescents Who Stutter Focus on Fluency." Language, Speech, and Hearing Services in Schools 26, no. 2 (1995): 162–68. http://dx.doi.org/10.1044/0161-1461.2602.162.

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This article recommends that structure and consistency in treating adolescents who stutter are particularly important. The impact of the speech-language pathologist’s positive expectations for improvement is discussed as having a definite influence on the student’s attitude and belief that such progress is possible. A comprehensive program of both cognitive and self-instructional procedures (relaxation, mental imagery, and positive self-talk) and behavioral speech treatment strategies is recommended to promote durable results. Basic tenets of treatment believed critical when helping adolescent

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Tzormpatzakis, Emmanouil, Evangelos Galanis, Annitsa Chaldeaki, and Antonis Hatzigeorgiadis. "Application of Strategic Self-Talk: An Experimental Study on the Effects on Shooting Stability and Performance." International Journal of Kinesiology and Sports Science 10, no. 1 (2022): 52–56. http://dx.doi.org/10.7575/aiac.ijkss.v.10n.1p.52.

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Background: Pistol shooting is a sport with high attentional demands. Strategic self-talk has been shown to assist learning and increase performance, in particular due to its effects on attention. Objective: The current study aimed to examine the impact of a strategic self-talk intervention on the learning of pistol shooting. Methods: An experimental study was designed and implemented. Forty sport sciences students with no experience in pistol shooting were randomly assigned to experimental and control groups. The study took part in nine sessions, one for familiarization, two for baseline meas

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Ningtyas Orilina Argawati, Bachrudin Musthafa, and Gin Gin Gustine. "SELF-EVALUATION OF TEACHER TALK (SETT): FACILITATING TEACHER-STUDENTS INTERACTION IN EFL SPEAKING CLASS." Indonesian EFL Journal 11, no. 2 (2025): 381–90. https://doi.org/10.25134/ieflj.v11i2.11851.

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Teachers have significant role in facilitating students’ interaction in the classroom. They contribute in students’ interaction development. Therefore, teachers need to always take such strategy to do so. One the strategy which can be used by teachers is by applying Self-evaluation of Teacher Talk (SETT). This study is aimed at describing the implementation of SETT to facilitate teacher-students interaction in EFL speaking class in university level. Using a qualitative research design, data were collected through recorded classroom observations and semi-structured student interviews in a speak

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Davoudi, M., N. Shetabbushehri, and R. Abedanzadeh. "The effect of instructional self-talk frequency on older adultsconduction of motor performance Ahwaz city." Journal of Gerontology 1, no. 3 (2017): 21–28. http://dx.doi.org/10.18869/acadpub.joge.1.3.21.

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Zourbanos, Nikos. "The Use of Instructional and Motivational Self-Talk in Setting Up a Physical Education Lesson." Journal of Physical Education, Recreation & Dance 84, no. 8 (2013): 54–58. http://dx.doi.org/10.1080/07303084.2013.827555.

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Roser, Nancy. "Focus on Policy - Policies Can Follow Practices." Language Arts 87, no. 3 (2010): 211–14. http://dx.doi.org/10.58680/la201029428.

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Roser discusses how both teachers and librarians, whom she calls the preservers of children’s reading, should cling tightly to three essential practices to ensure that our children read more, read better, and read more widely. She argues we should: a) keep the classroom library viable; b) preserve, protect, and defend time for self-selected reading; and c) make certain there are shared texts to talk over or to do something about. Regardless of instructional climate, level of student, number of benchmark assessments, surety of supervisors, quoted and misquoted reports, and curricula that leans

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Kolovelonis, Athanasios, Marios Goudas, and Irini Dermitzaki. "The effects of instructional and motivational self-talk on students’ motor task performance in physical education." Psychology of Sport and Exercise 12, no. 2 (2011): 153–58. http://dx.doi.org/10.1016/j.psychsport.2010.09.002.

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Cutton, David M., and Daniel J. Burt. "Implementation of Self-Talk Cues for University Instructional Physical Activity Programs as a Best Practice Approach." Journal of Physical Education, Recreation & Dance 94, no. 1 (2023): 32–37. http://dx.doi.org/10.1080/07303084.2022.2136309.

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Roskos, Kathleen, and Sophie Boehlen. "Enhancing Teachers' Awareness of Their Instructional Talk in the Teaching of Reading: Differential Features of Self-Assessment." Action in Teacher Education 22, no. 4 (2001): 59–74. http://dx.doi.org/10.1080/01626620.2001.10463030.

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Azowenunebi, L., S. Adeyemo, and V. Babajide. "Effect of Self- Regulated Learning Instructional Strategy on Students' Achievement in Physics Concepts Among Senior Secondary Schools." International Journal of Operational Research in Management, Social Sciences & Education 10, no. 1 (2024): 188–205. http://dx.doi.org/10.48028/iiprds/ijormsse.v10.i1.13.

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A successful learner plans, monitors, and evaluates his/her learning. Therefore, this study determined the effect of self-regulated learning instructional strategy on students' achievement in Physics concepts among senior secondary schools in Education District II Lagos State. Four research questions and four hypotheses guided this research. The hypotheses were tested at a 0.05 level of signicance. The design of this study was a pretest-posttest control group quasi-experimental design. The study population consists of the SS2research Physics students in the 2022/ 2023 school year in Lagos Sta

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Whitaker, Jennifer A. "High School Band Students’ and Directors’ Perceptions of Verbal and Nonverbal Teaching Behaviors." Journal of Research in Music Education 59, no. 3 (2011): 290–309. http://dx.doi.org/10.1177/0022429411414910.

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This study was designed to examine the use and perception of selected teaching behaviors of high school band directors. Videotaped rehearsals of six band directors’ top-performing ensembles were analyzed for conductor magnitude, sequential pattern components, and instructional pacing. Directors and students rated video excerpts of their rehearsals, completed a questionnaire, and participated in interviews. Teaching behaviors were generally consistent with previous research. Student evaluations of excerpts containing drill, all strict conducting, and more teacher talk were rated lowest. Highest

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Wozniak, Cheryl L. "Reading and Talking about Books: A Critical Foundation for Intervention [FREE ACCESS]." Voices from the Middle 19, no. 2 (2011): 17–21. http://dx.doi.org/10.58680/vm201118368.

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Reluctant and struggling readers, many of whom are boys, are placed in reading intervention classes; however, often the environmental conditions of these intervention classrooms are not conducive for fostering a student’s love for reading. This article describes Cambourne’s optimal conditions for literacy learning and the results from implementing a 6-week reading intervention built upon these conditions. The classroom intervention consisted of teacher book talks, interactive read-alouds, independent reading with unrestricted choice of books, and partner talk. Three of the six sets of book tal

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Nasiri, Saleh, and Mehdi Shahbazi. "The Effect of an External Focus of Attention with Instructional Self-talk, Instruction and Augmented Feedback on Motor Learning and Performance of Throwing the Task." International Journal of Motor Control and Learning 2, no. 4 (2020): 42–46. http://dx.doi.org/10.29252/ijmcl.2.4.42.

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Nyika, Lawrence, Angellar Manguvo, and Fungai Zinyanduko. "Reflexivity in Sexual Health Pedagogy." Pedagogy in Health Promotion 2, no. 4 (2016): 239–43. http://dx.doi.org/10.1177/2373379916630993.

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Youth face a daunting task transitioning the ever-changing contemporary world, which often causes them to engage in self-talking. Employing sociological perspectives of critical realism, Margaret Archer used the term reflexivity to describe the process of self-talking and how it mediates between social structure and human agency or the ability to act. This reflexivity or self-talk is exercised in various ways as determined by a person’s concerns, aspirations, and nature of relationships with the social environment. In this article, we examine this perspective of reflexivity and its implication

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Ivey, Gay, and Peter Johnston. "Emerging Adolescence in Engaged Reading Communities." Language Arts 94, no. 3 (2017): 159–69. http://dx.doi.org/10.58680/la201728909.

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This article examines what students do when they are engaged in reading stories that resonate with them. The narratives that draw them in often contain topics and language that make adults nervous, particularly at this age. Students use these books and the characters within them as tools for self-reflection, as cautionary tales, as ways to understand other people better, and to develop empathy. We provide instructional implications related to a wide range of texts and teacher talk that invites productive conversations. This article can be used as a resource for teachers and, by extension, pare

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Twardy, Bernadette M., and Beverly J. Yerg. "The Impact of Planning on Inclass Interactive Behaviors of Preservice Teachers." Journal of Teaching in Physical Education 6, no. 2 (1987): 136–48. http://dx.doi.org/10.1123/jtpe.6.2.136.

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This study explored the relationships between teacher planning behaviors and the inclass behaviors of teachers and learners in a 30-min lesson on the volleyball spike. All 30 teacher subjects progressed through three consecutive stages: 30-min planning phase, 30-min instructional phase, and a brief self-report phase. During the planning session, subjects were instructed to plan their lesson by utilizing the talk aloud technique. Planning data were coded through the use of planning indicators obtained from the Florida Performance Measurement System. Immediately after the planning phase each sub

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Quansah, Frank, John Elvis Hagan, Francis Sambah, et al. "Perceived Safety of Learning Environment and Associated Anxiety Factors during COVID-19 in Ghana: Evidence from Physical Education Practical-Oriented Program." European Journal of Investigation in Health, Psychology and Education 12, no. 1 (2022): 28–41. http://dx.doi.org/10.3390/ejihpe12010003.

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The outbreak of COVID-19 led to the swift migration to alternate instructional delivery models and pedagogical practices in educational institutions. This study examined the perceived safety of the learning environment and associated anxiety factors among physical education students amidst COVID-19. Using a cross-sectional design, a sample of 638 students drawn purposively and conveniently from a public university in Ghana completed a self-developed questionnaire. Frequency counts, percentages, and ordered logistic regression were used to analyze the data. Findings of the study showed that stu

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Lizardo, Julita L. "Determinants On The Utilization of Collaborative Discussion Strategies And Their Influence On Learning Motivation And Student Engagement: Basis For An Instructional Plan." AIDE Interdisciplinary Research Journal 12 (May 1, 2025): 193–225. https://doi.org/10.56648/aide-irj.v12i1.191.

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This study explores the demographic, academic, and contextual characteristics of Grade 10 students and their English teachers, examining the effectiveness of collaborative discussion strategies in English classes. Most students are aged 13-15, with a significant Tagalog-speaking population, high English proficiency, and moderate digital resource availability at home. Teachers, mostly holding advanced degrees and extensive experience, show expertise in collaborative techniques like Chalk Talk and Fishbowl but face challenges with limited resources, large class sizes, and time constraints. Schoo

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Maynopas, Jessa Mae, and Maedel Joy Escote. "Multigrade Elementary School Teachers: Best Practices in Teaching IP Students." Psychology and Education: A Multidisciplinary Journal 20, no. 5 (2024): 610–20. https://doi.org/10.5281/zenodo.11481113.

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This phenomenological study explored the best teaching practices, challenges, coping mechanisms, and insights of multi-grade teachers assigned in the six different indigenous schools in Talaingod, Davao del Norte, Philippines. An in-depth interview was conducted with the six teachers of Gatong Elementary School, Igang Elementary School, Napunong Elementary School, Naseco Integrated School, Ibuyag Lamburan Elementary School, and Lambid Elementary School. The thematic analysis revealed that the teachers' best practices organizing students into groups, differentiated instruction, translating less

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Nikolovska, Anžela. "Towards a framework for developing and assessing pre-service EFL teachers’ classroom English proficiency." Glottodidactica 52, no. 1 (2025): 167–86. https://doi.org/10.14746/gl.2025.52.1.9.

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Although EFL teachers’ classroom language proficiency constitutes a core component of teacher expertise and a crucial dimension of effective teaching, it still remains an elusive concept, as it is too complex to be fully conceptualised. The article elaborates on the procedure for designing a learning-oriented English-for-teaching purposes assessment (ETPA) implemented at a North Macedonian university to enhance and assess pre-service English teachers’ classroom English proficiency through teacher, peer and self-assessment. First, it provides a brief review of the relevant studies on EFL teache

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