Dissertations / Theses: 'Self-talk'

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Majorek, Robyn Tamara. "Self-talk and women's soccer performance /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19156.pdf.

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Miller, Abigail Jeannine. "The influence of types and selection of mental preparation statements on collegiate cross-country runners' athletic performance and satisfcation levels." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1145904211.

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Van, Sistine Andrew J. "Negative self-talk in school-aged children." Menomonie, WI : University of Wisconsin--Stout, 2008. http://www.uwstout.edu/lib/thesis/2008/2008vansistinea.pdf.

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Ives, Allison Katherine. "Examination of Self-talk and Exercise Adherence." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/143375.

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Kinesiology
M.S.
The current study identified the factors related to exercisers' self-talk and exercise adherence. Hardy (2006) defined self-talk as "(a) verbalizations or statements addressed to the self; (b) multidimensional in nature; (c) having interpretive elements associate[d] with the content of statements employed; (d) is somewhat dynamic; and (e) serving at least two functions; instructional and motivational, for the athlete," or in this case, the exerciser (p. 84). The purpose was to discover an individual's exercise self-talk and what thoughts may be preventing, or encouraging, him or her to regularly exercise. Specifically, the participants were asked questions about their exercise participation, their use of and frequency of self-talk during exercise, their beliefs about the perceived benefits and barriers to exercise, and their confidence levels related to exercising. Participants from three fitness locations volunteered to complete an online survey. There were 146 participants who completed the questionnaires. There were 91 defined adherers and 55 non-adherers. The results indicated that the adherers perceived more benefits to exercise, as well as had higher exercise self-efficacy. The results of the open-ended responses indicated that the most important factors appeared to be the type of self-talk that was used during the exercise (positive/motivational was the most common response across both adherers and non-adherers), and at what point during the exercise session the self-talk was used (20% of adherers reported using during difficult points in the session). The conclusions from the study can also be used to provide an indication of how self-talk could be use to encourage initiation and maintenance of exercise.
Temple University--Theses

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Linnér, Lukas. "THE EFFECTS OF INSTRUCTIONAL AND MOTIVATIONAL SELF-TALK ON SELF-EFFICACY AND PERFORMANCE IN GOLF PLAYERS." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-14507.

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The objectives of this study were: (1) to examine the effects of instructional and motivational self-talk on self-efficacy in elite golf players; and (2) to examine the effects of instructional and motivational self-talk on performance in elite golf players. Participants involved were 9 elite golf players with a mean age of 20.4 years (SD = ± 1.1). A repeated measure design was implemented, and the putting experiment was completed in three sessions. Multiple one-way repeated measure analyses of variance revealed no significant differences across tries regarding self-efficacy and that instructional self-talk significantly improved performance compared to the baseline measure. Qualitative content analysis of after experiment debriefings revealed that participants found the task challenging, thought their self-talk affected their performance, and had issues with the absence of a hole. The results are discussed in relation to theory, previous research, and methodological issues. A revised version of the self-talk framework is suggested. Future research and practical applications of the results are suggested.
Syftet med föreliggande studie var: (1) att undersöka effekterna av instruerande och motiverande self-talk på self-efficacy hos elit golfspelare; samt (2) att undersöka effekterna av instruerande och motiverande self-talk på prestation hos elit golfspelare. 9 elit golfspelare deltog med en medelålder på 20.4 år (SD = ± 1.1). En inomgruppsdesign med upprepade mätningar implementerades och puttningsexperimentet genomfördes i tre sessioner. Multipla envägs beroende variansanalyser avslöjade inga signifikanta skillnader mellan mätningar vad gäller self-efficacy och att instruerande self-talk signifikant ökade prestationen jämfört med baslinjemätningen. Kvalitativ innehållsanalys av den efter experimentella debriefingen visade att deltagarna upplevde uppgiften som utmanande, ansåg att deras self-talk påverkade deras prestation, och att frånvaron av ett hål var problematiskt. Resultaten diskuteras i relation till teoretiska ramverk, tidigare forskning, och metodiken i studien. En reviderad version av a framework of self-talk presenteras. Förslag på framtida forskning och praktiska implikationer ges.

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Oliver, Emily J. "Advancing the understanding of self-talk : A self-determination theory perspective." Thesis, Bangor University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531057.

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Withers, Joanne. "Exploring seven to eleven year old children's perspectives of self-talk and their experience of an intervention encouraging self-talk that is self-compassionate." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18900.

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Paper One: An opportunity sample from three primary schools participated, split between two age categories with 37 children from year groups three and four (mean age of 8 years) and 48 from year groups five and six (mean age of 9 years 11 months). Children’s perspectives of self-talk were explored through focus groups that were transcribed and then studied through thematic analysis (Braun & Clarke, 2006). Additional quantitative data was generated from the children’s self-reported experiences of self-talk, which they also rated along constructs relating to positivity. A sample of the children’s self-talk statements that were judged to be self-evaluative, were additionally rated by an opportunity sample of four adult participants to allow a comparison between adult and child perspectives. In line with previous research, themes arose concerning children’s perspectives of the role of self-talk in enabling them to negotiate cognitive and social situations. New themes arose including the children’s concerns about the privacy of their thoughts and the prominence of self-evaluative forms of self-talk. More similarities than differences were found between the two age ranges and there was considerable overlap between adult and child ratings of the evaluative self-talk statements. The implications of these findings and suggestions for future research are discussed, including links to Paper Two of this study. Paper Two: This is a feasibility study. An opportunity sample of 79 children, aged between seven and eleven years old (mean age of 9 years 7 months), took part in a series of six group intervention sessions run by the researcher. These aimed to encourage self-talk that is self-compassionate, using elements of compassion focused approaches (Gilbert, 2009). A mixed methods design led to analysis of qualitative data from post-intervention group interviews using thematic analysis (Braun & Clarke, 2006). Quantitative data comprised the children’s pre-intervention and post-intervention responses to three questionnaires seeking to explore wellbeing, behaviour and self-compassion. Several key themes were identified, including the children’s ability to engage with the concepts of self-talk, self-kindness and the three system model of emotions (Gilbert, 2009). The concept of self-compassion itself was found to have some aspects that were harder for the children to comprehend. There were no significant differences between the children’s responses on the pre-intervention and post-intervention questionnaires, however, there were interesting qualitative responses concerning the use of these. The implications of these findings will be discussed with consideration to current educational psychologist practice and the need for future research.

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Murphy, Sean Edward. "The language of self-talk in Shakespeare's plays." Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/89019/.

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This thesis reports an original approach to the language of self-talk in Shakespeare’s plays. Having established that self-talk is a form of discourse worthy of study, and potentially distinguishable from dialogue in terms of language, I ask two questions: 1. What is the nature of self-talk? 2. What language forms are characteristic of self-talk? The second question is really a subsidiary of the first in that it focuses specifically on the linguistic nature of self-talk. In Chapter 2, I begin to answer these questions by drawing on theories in stylistics, (im)politeness, literary criticism and methods employed in corpus linguistics. In doing so, I show how this research breaks new ground by approaching the language of self-talk from innovative angles, for example, by building and studying a corpus of self-talk. Chapter 3 describes the construction of this corpus, together with a dialogue corpus against which to compare the former. Chapters 4 and 5 address the first question. In Chapter 4, qualitative analysis of the self-talk corpus provides insights into the nature of self-talk as discourse, showing, for example, how speakers may linguistically split themselves in two. The focus in Chapter 5 shifts to theories of (im)politeness, and the ways in which self-talkers use linguistic strategies to justify their own social value, or even attack it by being impolite to themselves. Chapter 6 addresses the second question by using automatic analysis of the self-talk corpus, in conjunction with the dialogue corpus, to reveal characteristic language forms. Among others, these include DREAM, EYES, NATURE, and COMES. Chapter 7 uncovers characteristic combinations such as AND YET, I AM and I WILL. Self-talk in comedy, history and tragedy is typified by words such as LOVE, KING and GODS respectively.

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Son, Veronica. "The effects of self-talk on self-efficacy, collective efficacy, and performance." University of Western Australia. School of Sport Science, Exercise and Health, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0023.

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The primary purpose of this study was to examine the impact of different types of self-talk (i.e., group-oriented self-talk versus individual-oriented self-talk) upon self-efficacy, collective efficacy, and performance of a dart-throwing task in a group setting. The second object was to examine the interaction individuals' between individualistic or collectivistic orientations and self-talk on their perceptions of self-efficacy and collective efficacy. Participants were 80 university students (age, M = 22.25 years, SD = 4.41). A series of 3 (self-talk intervention levels) X 2 (individualism-collectivism levels) between-groups ANOVAs revealed that both self-efficacy and collective efficacy beliefs were significantly higher in the group-oriented self-talk condition than in the control condition. Consistent with efficacy beliefs, significant differences in performance improvement were found between the group-oriented-self-talk and the control condition. However, no interaction between self-talk and individualism-collectivism was found for self-efficacy or collective efficacy. The results suggest that in interdependent contexts, group-oriented self-talk strategies could be more effective in enhancing participants' confidence in their own abilities, their team's abilities, and performance than individual-oriented self-talk strategies. Limitations and implications for the future study of efficacy beliefs within a group performance setting are discussed.

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Qadar, Farah. "Self-Talk: Effects on Emotion in Interpersonal Communication Context." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613581.

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This study examines self-talk within a communication framework and context. The effects of different types of self-talk on emotion are explored. Specifically, this research looks at different types of self-talk based on the language and message aspects of the self-talk including: valence of self-talk (negative vs. positive), and self-talk content (using name vs. second-person pronoun [you] for self-reference). The relative effects of these different types of self-talk on emotion are investigated within the context of interpersonal anger. For control, the study contrasts the effects of self-talk with the effects of thought. Additionally, this study looks at the effects of the different types of self-talk and thought on subsequent interpersonal communication outcomes (perceived satisfaction and effectiveness of written interpersonal communication as well as willingness to communicate interpersonally). Results indicated that valence of self-talk and thought has significant impact on emotional outcomes. Results also indicated an interaction effect between valence and the self-talk/thought manipulation on negative affect. Positive self-talk decreased negative affect more than positive thought. Further results demonstrated a mediated effect of self-talk on subsequent interpersonal communication outcomes. Positive self-talk led to less anger after interpersonal communication which led to greater perceptions of interpersonal communication effectiveness and satisfaction and increased willingness to communicate interpersonally.

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Burgess, Amber G. "The Effects of Motivational and Instructional Self Talk on the Attentional Focus of High School Distance Runners." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4738/.

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The purposes of this study were to examine the (a) attentional focus strategies used by high school distance runners, (b) changes in attentional focus across four laps in three 1.6 km runs, and (c) effects of a pre-performance intervention using motivational and instructional self talk on the attentional focus strategies used by and performance of high school distance runners. Participants (N = 42) completed a background and demographic questionnaire, the Cross Country Attentional Focus Inventory (CCAFI), a motivational and instructional statement survey, and the Self-Motivation Inventory. A series of oneway ANOVAs revealed significant differences in the types of attentional strategies used by each group, as well as fluctuations in use of strategies. The experimental group associated more during the each of the 1.6 km trials, whereas the control group dissociated more throughout each trial. A significant group by week interaction was found, with the experimental group maintaining their performance and the control group slowing from week one to week three.

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Mosier, Ian T. "COACHING YOURSELF THROUGH: EXPLORING THE RELATIONSHIP BETWEEN POSITIVE SELF-TALK AND RESILIENCE." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2803.

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In this study, I investigated the relationship between positive self-talk, autonomy, and resilience in a sample of adults residing in America (n=177). Forty percent of American adults (n=1031) report daily stressors (Almeida, Wethington, & Kessler, 2002). Even comparatively minor life stressors can have a negative impact on one’s well-being over time (Almeida, 2005). Resilience, the ability to manage and recover from stress, may be an important factor in long-term health and well-being (Almeida, 2005). Positive self-talk has been identified as a possible target for resilience building interventions. However, positive self-talk appears to benefit some people more than others. One possible factor in the differential impact of positive self-talk may be autonomous functioning. The primary purpose of this study was to investigate whether one’s level of autonomy would influence how they use and interpret their self-talk and how that impacts their resilience, as such autonomous functioning was examined as a possible moderator in the relationship between self-talk and resilience. A sample of American adults were recruited through Amazon’s MTurk system and asked to complete an online survey. The survey included measures designed to assess for self-talk type and frequency, daily hassles stress, level of autonomy, and level of resilience. Results indicated that positive self-talk was not a predictor of high levels of resilience. Nor was autonomous functioning found to moderate the relationship between self-talk and resilience. However, autonomous functioning was a significant predictor of resilience. Implications for research and practice are discussed.

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Amirault, Kimberley. "Examining self-talk of the Canadian National Men's Hockey Team." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ54765.pdf.

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Block, Carly Juliana. "An Examination of Self-Talk and Perfectionism in Collegiate Athletes." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532783244535578.

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Teaster, Fred Jackson. "Positive self-talk statements as a self-esteem building technique among female survivors of abuse." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1115104-145835/unrestricted/TeasterF121404f.pdf.

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Thesis (M.A.L.S.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-1115104-145835 Includes bibliographical references. Also available via Internet at the UMI web site.

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Teaster, Fred Jackson III. "Positive Self-Talk Statements as a Self-Esteem Building Technique among Female Survivors of Abuse." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etd/975.

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The purpose of this integrated review of literature was to explore the relationship between and among females in abusive relationships, self-esteem, and positive self-talk. Various models are discussed that provide possible explanations in the understanding of the complex social and psychological nature of cyclic abuse. These models are: learned helplessness, psychological entrapment, self-verification theory, and feminist theory. It is suggested that positive self-talk statements used by the female survivor as a basis for cognitive restructuring can act as a self-esteem building technique, thus promoting healthier cognitions over time. Furthermore, it is argued that self-esteem enhancement can assist females in developing strengths necessary to abandon abusive relationships. In summary, a review of the literature suggests that self-esteem is an important construct in understanding how individuals evaluate and ultimately determine their own sense of competency, self-worth, and success.

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Dahl, Oscar, and Tommie Nilsson. "Fotbollsspelares användande av visualisering och self-talk i samband med idrottandet." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-2647.

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Syftet med studien var att undersöka fotbollsspelares upplevelser av visualisering, fotbollsspelares upplevelser av self-talk och om det finns något samband mellan deras upplevelser av visualisering och self-talk. I studien deltog tio manliga fotbollsspelare i Sverige med en medelålder på 23 år (SD = 4.029). Resultatet från undersökningen analyserades kvalitativt. Resultatet visade att nio av tio spelare använde sig av visualisering. Fotbollsspelarna upplevde både frivillig och ofrivillig visualisering. Alla nio spelare använde visualisering i samband med tävling och vanligt upplevda visualiseringsmönster var: Brytning, Överlappning och Göra mål i syfte att hitta rätt känsla. Alla tio spelare använde sig av self-talk, i samband med träning och tävling. Använda self-talkmönster bland spelarna var t.ex.: ”Kom igen nu”, ”Jag är stark” och ”Spela med hjärtat” och användes bla. för att förbättra koncentrationen, prestationen och hitta en positiv känsla. Vidare visade resultatet att fyra av tio spelare kombinerade visualisering och self-talk i samband med träning eller tävling. Resultatet diskuterades i relation till tidigare visualiserings- och self-talk-forskning.

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Walker, Carolyn Rosemary. "What students talk about when they talk about reading : a study of self-concept in reading in a second or foreign language." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13321.

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The self, the self-concept and identity are contested areas in various domains of enquiry. In cognitive psychology, the self is seen as a powerful explanatory construct. Indeed, in the education context, self-concept has been associated with achievement and motivation, though sociocultural approaches have highlighted the failure of certain schools of thought to take account of contextual and relational self processes. Nonetheless, despite the importance of the concept of self for learning, it has only fairly recently become of significant interest in the field of second or foreign language learning (L2). This longitudinal study focuses on the nature of, and changes in, students’ L2 reading self-concepts. In order to navigate the complexity of the theoretical issues surrounding the self construct, the approach of Rom Harré (1998) was adopted in which the self is seen as a frame for the discourse of personal attributes, reflexive self-beliefs and action. This perspective underpinned a mixed methods approach to enquiry with a group of international students taking a nine-month business pre-masters pathway programme. Based on the work of Pollard and Filer (1996), a framework for the narrative description of L2 reading self-concept was devised which provided a broad account of self-views of L2 reading, showing how these are linked in important ways to personal histories and the situational context. It was found that perception of competence was the main area of L2 reading self-concept change. Findings also included the importance of competence perceptions and the role of language knowledge in distinguishing L2 reading self-views. It is hoped that the model of L2 reading self-concept developed will enhance understanding of students’ experience of reading and learning through a second or foreign language. This should enable educators to support students more effectively, especially in international education contexts in which students study through another language. Areas for further research into L2 reading self-views in this type of context are suggested.

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Cook, Jacqueline Ann, University of Western Sydney, of Arts Education and Social Sciences College, and of Communication Design and Media School. "Dangerous radio/activity : self and social space in contemporary Australian talk radio." THESIS_CAESS_CDM_COOK_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/558.

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This study examines talk-radio relations in advance of digitisation, testing the continuity of patterns of listener formation, to assess the accuracy of claims that 'interactivity' and individuated informational flows are demand-driven. Australian talk broadcasters are shown discursively creating a living 'thirdspace' or 'real virtuality' of transactional locations. Listener-caller participation arrays varying social orders across this imagined-yet-real terrain. Radio talk thus becomes a 'euphemised' form of social pre-dispositioning power, differentially locating power across communities. Four sets of talk-radio texts are examined in detail, using a socially contextualised form of linguistic analysis. Transcripts from 2UE's 'The Stan Zemanek Show' reveals an openly-gendered and more covertly classed discourse. The address to private rather than to public 'selves' in late-night sex-counselling talkback is examined. The study then examines programming from the community radio sector of volunteer-produced, local radio transmission. Finally, the study examines 'The prison show', a community radio music request and message programme for Aboriginal prisoners. The study concludes by suggesting that talk radio's role within cultural formation is complex in its articulations, but deeply implicated within the major cultural formational activities of contemporary consumer culture, on which are being modelled digital audio broadcasting's newly intensified flows of interactivity
Doctor of Philosophy (PhD)

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Rogerson, Lisa J. "Enhancing competitive performance of ice hockey goaltenders using centering and self-talk." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0006/MQ32954.pdf.

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Cook, Jacqueline Ann. "Dangerous radio/activity : self and social space in contemporary Australian talk radio /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030422.110807/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2001.
Thesis presented in fulfilment of the requirements of the Doctorate of Philosophy (Applied Communications), University of Western Sydney, 2001. Bibliography : leaves 452-498.

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Witherington, Jan S. "The Effects of Self-Talk on Executive Function in the Elementary Setting." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714003.

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This study examined the effects of a self-regulation strategy, self-talk, on the improvement of executive function. Executive functions are a set of cognitive processes that underlie goal-directed behavior. These processes guide, direct, and manage thinking, emotional responses, and behavior. High executive function has been correlated with academic achievement. Early childhood teachers play an important role in helping young children learn to regulate thinking and behavior. This mixed-design experimental study demonstrated the ease of including self-talk in the daily curriculum through the use of children's literature. The 53 participants were third-graders in an elementary school setting. The Teacher Form of the Delis Rating of Executive Function (D-REF) measured executive function as pre- and posttest for the control and experimental groups. A 2 x 2 split-plot ANOVA calculated the effects of the group assigned and executive function. Students in the experimental group were interviewed following the intervention to obtain student perceptions of self-talk and its impact on learning. Results indicated that students in the self-talk classes showed significant improvement in executive function skills. The findings offer useful insight to the benefits of self-talk in the elementary school setting.

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Donnelly, Reesa. "THE RELATIONSHIP OF PARENT AND CHILD SELF-TALK IN A COLLEGE SAMPLE." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2240.

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Research has demonstrated the importance of early social interactions in the development of self-talk. It does not appear, however, that existing research has examined the relationship between parents' self-talk and the self-talk that develops in their children. This study examined the relationship between self-talk in parents and their college-age children. Results revealed significant relationships between students' and parents' positive self-talk, but not negative self-talk. Marginal relationships were found for self-talk ratios (ratios of positive and negative self-talk). Maternal communication was found to mediate the relationship between students' and their mothers' positive self-talk. Different trends also were noted between genders. Finally, self-talk was related significantly to depression, anxiety, and self-esteem. Overall, results of this study emphasize the relationship between parents' and their children's positive self-talk and the importance of self-talk in psychological functioning. These findings lend promise to the possibility of modifying parents' self-talk and communication as a way to modify their children's self-talk and psychological functioning.
M.S.
Department of Psychology
Arts and Sciences
Psychology

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Longstaff, Fran. "Factors affecting the optimal use of imagery and self talk in golfers." Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/10454/.

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Imagery and self-talk are functionally similar and theoretically connected psychological strategies. In accordance with the multi-strategy approach to psychological skills training, there have been suggestions that athletes should use imagery and self-talk in conjunction (Hardy, Gammage, & Hall, 2001a). Although intuitively appealing, these recommendations are premature due to the evidence suggesting that situational demands, functional requirements and individual differences may influence athlete preferences for usage. This thesis aimed to address this ambiguity and identify the factors influencing the use and effectiveness of imagery and self-talk in golfers. The first three studies used a variety of methodologies including surveys, interviews and focus groups to profile existing practice and determine the predominant factors affecting usage. The final study examined the performance effects associated with the use of an imagery and self-talk intervention, that had been created based on the profiled information. Study one determined the impact that individual differences in golfers’ preferred cognitive styles had on their use of imagery and self-talk in practice and competition. Results revealed that golfers’ preferred cognitive styles did not influence the formation of preferences for the use of one strategy rather than the other. Instead, all golfers reported using both strategies equally, although their use was reported more widely in competition than practice. Whilst study one ruled out preferred cognitive style as a determinant of golfers’ preferences for the use of imagery and self-talk, it did not clarify how and why the two intervention strategies were used independently and in combination. The purpose of study two was therefore to identify how golfers used imagery and self-talk in combination and separately, considering the influence of contextual factors and functional requirements. Findings indicated that rather than employing the use of the strategies continuously throughout competition, golfers emphasised their use prior to the execution of particular golf strokes in specific conditions. Study three identified the common characteristics of the competitive situations where golfers employed the use of imagery and self-talk. Findings revealed that golfers emphasised, and actively used, imagery and self-talk most when playing golf strokes under stressful competitive conditions. As a result of this finding, the next phase of study three examined how golfers used imagery and self-talk as problem and emotion focussed coping strategies when playing golf strokes under stressful competitive conditions. Results indicated that golfers predominantly used imagery and self-talk as problem focussed coping strategies, making more use of imagery than self talk. The purpose of the fourth study was to examine the effectiveness of using imagery in isolation, and in combination with self-talk, as a problem focussed coping strategy when dealing with golf strokes under stressful conditions in competitive situations. Findings revealed that golfers perceived their execution of golf strokes under stressful conditions to be most effective when imagery and self-talk were used in combination. However, this perceived advantage did not translate into identifiable performance gains during the monitored competitive rounds. Although the inherent variability of golf performance might have made it difficult to determine noticeable changes in performance, it was suggested that the lack of effects observed may have been due to the fact that imagery and self-talk as problem focussed coping strategies were simply ineffective. Findings taken together revealed that contextual factors are the most influential determinant of golfers’ use of imagery and self talk. Furthermore, golfers emphasise the use of imagery and self-talk most when they need to perform golf strokes under stressful conditions, applying their use as problem focussed coping strategies. However, results from the final study appeared to suggest that this approach to the use of imagery and self-talk might be ineffective.

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Peters, Heather J. "A Cultural Analysis of Self-Talk: Its Relationship to Performance and Potential Moderators." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/194325.

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Self-talk, its relationship to performance, and responses to feedback were investigated in European Americans (Eu.A.s; n = 66), newly-arrived East Asians (E.A.s; n = 24), later-arrived E.A.s (n = 44), and Latinos (n = 35). Later-arrived E.A.s had a larger proportion of negative to positive self-talk than Eu.A.s. Regardless of cultural background, a greater proportion of negative self-talk related to poorer performance. All cultural groups perceived the task as more valid after receiving positive vs. negative feedback. Results did not replicate work by Peters and Williams (in press), questioning their concern regarding the use of cognitive interventions with E.A.s. Results suggest that E.A. and Latino groups are not homogenous, findings should not be generalized from one collectivist cultural background to another, negative self-talk can act as an indicator for fear of failure in Latinos, and acculturation in E.A.s influences fear of failure.

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Alwardt, Nancy Curtin. "Can we talk? : Gender and age differences in self-disclosure among close friends /." View online, 1995. http://repository.eiu.edu/theses/docs/32211998780843.pdf.

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Linnér, Lukas. "EXPLORING SELF-EFFICACY AS A MEDIATING MECHANISM IN THE SELF-TALK-PERFORMANCE RELATIONSHIP - A STUDY OF ELITE GOLF-PLAYERS." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15594.

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The objectives of this study were to examine: (1) the effects of instructional and motivational self-talk verbalized overtly or covertly on self-efficacy and performance in elite golf players; and (2) the preference of motivational and instructional self-talk and how this relates to performance in elite golf players. Participants were 30 elite golf-players, with a mean age of 17.38 (± 0.94) years. A mixed model repeated measures design was implemented. The self-talk overtness manipulation failed in the overt self-talk group, and baseline differences between the groups were detected. Consequently, the original design could not be implemented. With regards to performance, preference, and self-efficacy in the covert self-talk group no significant results were revealed, although there were potentially interesting patterns within the data. Content analysis of after performance debriefing interviews provided insights into participants‟ self-talk use and experimental experiences. The results are discussed in relation to theory, previous research, and methodological issues. Future research and applications are suggested.
Syftet med föreliggande studie var att undersöka: (1) effekterna av instruerande och motiverande self-talk yttrat overt eller kovert på self-efficacy och prestation hos elit golfspelare; samt (2) preferensen av motiverande eller instruerande self-talk och hur detta är relaterat till prestationen hos elit golfspelare. Deltog gjorde 30 elit golfspelare med en medelålder på 17.38 (± 0.94) år. En mixad design med upprepade mätningar implementerades. Manipuleringen av self-talk overtness i den overta self-talk gruppen misslyckades och skillnader mellan grupperna fanns i baslinjemätningen. Därav kunde inte den ursprungliga designen besvaras. Vad gäller prestation, preferens, och self-efficacy i den koverta self-talk gruppen fanns inga signifikanta resultat, men potentiellt intressanta trender fanns i datan. Kvalitativ innehållsanalys av prestations debriefings intervjuerna gav inblick i deltagarnas self-talk användning och upplevelser av experimentet. Resultaten diskuteras i relation till teoretiska ramverk, tidigare forskning, och metodiken i studien. Förslag på framtida forskning och praktiska implikationer ges.

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Åkesdotter, Cecilia. "Does Writing Down Positive Self Talk – Self Reflection Affect Reaction Time? : A laboratory experiment with young Swedish athletes." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2199.

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Syfte Syftet med studien är att undersöka om positivt Self-talk (ST) och självreflektion (SR) i form av att skriva i en träningsdagbok kan påverka reaktionstiden hos unga idrottare. Sker det förändringar i reaktionstid mellan första och andra gången testet genomförs? Är det en skillnad i hur stora förändringar som sker i reaktionstid när positivt self-talk gruppen och självreflektionsgruppen jämförs med en kontrollgrupp? Hur upplevde idrottarna uppgiften att skriva träningsdagbok? Metod Studien är ett randomiserat laboratorieexperiment och skillnader i reaktionstid kan enbart ses på gruppnivå. Deltagarna (n=29) bestod av både manliga och kvinnliga 16 åriga idrottare som randomiserades i två experimentgrupper och en kontrollgrupp. Kvinnor och män var jämt fördelade mellan grupperna. Först genomfördes två olika reaktionstest (Simple RT och 4choice RT) med hjälp av ett datorprogram för alla deltagare. Experimentgrupp 1 (EG 1) genomförde en intervention där de under en vecka fick skriva ned sitt eget positiva ST i samband med träning. Experimentgrupp 2 (EG2) två skrev under en vecka ner vad de kunde förbättra med sin träning och vilka konsekvenser dessa förändringar kunde leda till. Kontrollgruppen (CG) fick utöver sin träning skriva ner sitt TV-tittande som en placebo. Efter interventionen genomfördes ett eftertest av reaktionstid och en enkät delades ut där deltagarna fick svara på hur de upplevde dagboken och om de trodde den kunde ha effekt på deras prestation. Resultat Inom grupperna var det enbart EG 2 (de som tillämpade självreflektion) som hade en statistiskt signifikant förbättring av reaktionstid mellan det första och det andra testtillfället. Detta gällde både för Simple RT (p=0.028) och Choice RT (p=0.018). CG och EG 1 hade små förbättringar i RT mellan det första och andra testtillfället men inga som var statistiskt signifikanta. Gällande jämförelser mellan grupper fanns inga statistiskt säkerställda skillnader i förbättring mellan CG och EG 1. I EG 2 fanns ingen skillnad i förbättrad RT jämfört med CG i simple RT dock återfanns en statistiskt säkerställd skillnad i Choice RT där EG 2 hade en större förbättring jämfört med CG (p=0,003). Gällande hur grupperna upplevde interventionen med träningsdagböcker var resultaten relativt lika i de olika grupperna. Generellt upplevde grupperna att dagboken kunde ha en liten effekt på prestation samt att dagboksskrivandet i sig inte var så givande. Intressant var att de som skrev ner vad de såg på TV upplevde att detta kunde påverka deras prestation lika mycket som de som skrev ner positivt ST eller SR. Slutsats I självreflektionsgruppen hade en statistiskt signifikant förbättring skett både inom gruppen och jämfört med en kontrollgrupp. Inga signifikanta skillnader återfanns i positivt ST gruppen. Resultaten tolkas utifrån teorier som Self-determination, information processning och förmågan att fokusera uppmärksamheten. Styrkor och svagheter behandlas och slutsatsen är att fler upprepade studier behövs för att stärka och förstå sambandet mellan positivt ST och SR kopplat till reaktionstid. Ska denna typ av dagbok föras in i en klubb eller ett lag bör designen göras om så att den blir mer omtyckt av idrottarna.
Aim The aim of this study is to evaluate if positive Self-talk (ST) or Self-Reflection (SR) by writing in a training diary can affect Reaction Time (RT) in young Swedish Athletes. Does reaction time change between the pre-test and the post-tests? Is there a difference in reaction time changes between groups when the positive ST group and the SR group are compared to the control group? How did the athletes experience the intervention? Experiment design This study is a randomized laboratory experiment. It is a between subjects design and therefore differences will only be seen on a group level. The participants N=29 were male and female 16 year old athletes. They were randomized in to two experiment groups (EG 1, EG 2) and a control group (CG), males and females were evenly distributed between groups. First two different (RT) tests were conducted with a computer program for all participants (Simple RT and 4Choice RT). After this an intervention of positive ST (EG1) or SR (EG2) was conducted with the use of training diaries for one week. The CG wrote down their habits of watching TV and this was used as a placebo. A re-test of RT was conducted after the completion of the intervention. After this an inquiry was handed to the participants to address their thoughts about using the diary and if they believed it could affect their performance. Results EG2 was the only group that provided a statistically significant decrease in RT time compared to the pre-test in both simple RT (p=0.028) and choice (p=0.018). No statistical significant differences in RT were found in EG1 or in the CG when comparing pre-and post tests of both simple and choice RT. Comparing between groups showed no statistical significant difference in improved RT between the CG and EG 1 in simple RT or in 4choice RT. A statistical significant difference in improved RT was found between CG and EG2 in choice RT (p=0.003) where the EG 2 had a statistical significant improvement in RT compared to the CG. Comparing simple RT no statistical significant differences was found between EG2 and CG. The three groups experienced using the diary in a similar way. In general they found the diary intervention somewhat giving and believed that the diary could have a little affect on performance. Interesting to notice is that the participators that wrote down their TV habits believed this could have the same impact on performance as the participators writing down positive ST or SR. Conclusions A connection was found between strategies of SR an RT. These results are analyzed regarding the theoretical framework provided by Self-determination theory, information processing and focus of attention. Strength and weakness is discussed and the conclusion is that more and reproduced studies are needed to determine the connection between interventions positive ST, SR and RT. If a training diary would be used in a team or a club some modifications should be done to make them more meaningful for the athletes.

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Turkson, Kwamena. "I huvudet på boxare : En kvalitativ studie om Self-talk bland svenska landslagsboxare." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2282.

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Syfte och frågeställningar Syftet har varit att kartlägga erfarenheter av och attityder till Self-talk (ST) i samband med idrottslig prestation bland elitboxare inom svensk Amatörboxning. Vad har boxarna för erfarenheter av ST i samband med prestation? Hur ser boxarna på kopplingen mellan ST och prestationsförmågan? Tränar boxarna på att förbättra sitt ST? Metod Den kvalitativa forskningsmetod som använts för att besvara frågeställningarna är halvstrukturerade intervjuer av fem manliga och kvinnliga svenska landslagsboxare på seniornivå i åldrarna 20 – 31 år. Resultat Boxarna delade med sig av sina många och rika erfarenheter av ST i samband med match och träning. De redogjorde för upplevelser av positivt ST som främjande för prestationen genom dess fördelaktiga inverkan på självförtroende, motivation, koncentration och anspänning. Användning av undervisande ST skildrades av boxarna för att understödja teknikträning, genom ledord påminna om teknik och taktik, bekräfta väl genomförda tekniker och tillsammans med visualisering användas för taktisk planering. Många exempel kring negativt ST gentemot prestationen lyftes upp varav somliga även beskrev negativt ST som direkt attackerande mot den egna personen. Samtliga boxare upplevde en tydlig koppling mellan ST och prestationsförmågan. Alla använde sig inte av planerade och systematiska metoder för att utveckla sitt ST men samtliga var mycket positivt inställda till ST som en prestationshöjande färdighet och uttryckte nyfikenhet och intresse av att lära sig metoder för att förbättra ST. Tre av boxarna tränade medvetet på att förbättra ST vilket skedde på egen hand och med hjälp av tränare eller mental rådgivare. Slutsats Studien har visat att de intervjuade boxarna bedriver Self-talk i dess olika former och att de upplevde att ST påverkar prestationen. Dock hade inte alla verktyg för att styra ST vilket gjorde att dessa oftare blev ”offer” för negativt ST genom att angripa, förtrycka och underminera sig själva och sin prestation genom ST. Samtliga av studiens deltagare uttrycker ett behov och en önskan av att systematiskt träna på att förbättra ST.

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Peters, Heather J. "A Cultural Analysis of Self-Talk: Its Relationship to Performance and Potential Moderators." Tucson, Arizona : University of Arizona, 2006. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1466%5F1%5Fm.pdf&type=application/pdf.

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Babson, Lisabeth Jean Currier. "Effectiveness of self-monitoring of negative self-statements with chronic pain patients." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195144188.

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Bueno, Yvette. "The Co-Construction of Self-Talk and Illness Narratives: An HIV Intervention Case Study." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/200.

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This case study investigates the co-construction communication patterns that emerged during an Human Immunodeficiency Virus (HIV) intervention designed to reduce negative and critical self-talk. The transcripts of eight sequential acupressure and behavioral (SAB) counseling intervention sessions between a therapist and two medically nonadherent HIV-infected women were analyzed using Giorgi's (1989, 1994, 1997, 2006) phenomeonlogical method of inquiry. The analysis revealed three major themes: "assessing the present," "reviewing the past," and "forging the future," and eight subthemes: "safe atmosphere," "disclosure," "negotiating meaning," "releasing the past," "breaking the past-to-present pattern," "reducing uncertainty," "generating options," and "projecting images." Prior to the intervention sessions, the women reported experiencing negative and critical self-talk and inconsistent medication adherence. Self-talk and illness narrative modifications were evident within and across sessions as the therapist used sequential acupressure and behavioral counseling techniques. During the one month follow-up, the participants reported no experience of negative and critical self-talk and described actions taken toward goals discussed and imagined during the intervention such as medication adherence, exercise, and reenrollment in school. The co-construction themes that emerged in the intervention were consistent with findings in the comforting message literature with specific parallels to the factor analysis findings of Bippus (2001). This work lends support to comforting message research and suggests that distinctions between everyday comforting messages and chronic illness support strategies may be more similar than anticipated. Other study conclusions include clinical and practical implications for people working with HIV-infected individuals.

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Berggren, Monika, and Rebecca Sundström. "En kvalitativ studie om vardagsgolfares användning av stödjande psykologiska prestationstekniker vid en golfrunda och tävling." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44451.

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Studiens syfte var att undersöka hur vardagsgolfare använder sig av stödjande psykologiska prestationstekniker vid en golfrunda och tävling. I studien deltog tolv vardagsgolfare, sex män och sex kvinnor, i åldrarna 24-82 år (M=50.33, SD=17.19). Deltagarna i den aktuella studien spelade golf minst två gånger i veckan under säsong. Studiens data framkom genom en semistrukturerad intervjuguide, därefter analyserades datan via en innehållsanalys. Resultatet visade tydliga bidrag kring intervjudeltagarnas användning av stödjande psykologiska prestationstekniker vid en golfrunda och tävling. Majoriteten av vardagsgolfarna använde prestationstekniker vid utmanande situationer såsom puttning eller driverslag. Emellertid visade det att de omedvetet använde och kombinerade stödjande psykologiska prestationstekniker eftersom de inte kunde förstå hur deras prestation påverkades av sitt inre. Deltagarna besatt inte tillräcklig förståelse för teknikernas vikt, betydelse eller funktion när de uppfattade en effekt i sitt golfspel och kunde därmed inte förklara utfallet. Studier har visat att idrottare på lägre nivå har en förmåga att använda tekniker på samma sätt som elitidrottare, både fysiska och psykiska. På samma sätt uppvisade intervjudeltagarna tendens kring liknande användning som tidigare forskning visar hos elitidrottare. Vidare implikationer av prestationsteknikerna kan resultera till att deltagarna mer framgångsrikt får användning för teknikernas helhet. Framtida forskning rekommenderas att studera hur vardagsgolfare påverkar sitt spel under en längre tid när de medvetet använder stödjande psykologiska prestationstekniker.
The aim of the study was to investigate how everyday golfers’ use supportive psychological performance techniques in a round of golf and competition. Twelve everyday golfers participated in the study, six men and six women, aged 24-82 years old (M=50.33, SD=17.19). The participants in the current study played golf at least twice a week during the season. The study data emerged through a semi-structured interview guide, then the data was analyzed via a content analysis. The results showed clear contributions about the interview participants’ use of supportive psychological performance techniques in a round of golf and competition. The majority of the everyday golfers used performance techniques in challenging situations such as putting or using the driver. However, it showed that they unknowingly used and combined supportive psychological performance techniques because they could not understand how their performance was affected by their inner being. The participants did not possess a sufficient understanding of the importance, significance or function of the techniques when they perceived an effect in their golf game and thus could not explain the outcome. Studies have shown that athletes on lower levels have the ability to use techniques in the same way as elite athletes, both physically and mentally. In the same way, the interviewees showed a tendency towards similar use as elite athletes. Further implications of the performance techniques may result that the participants use the entirety of the techniques more successfully. Future research recommends studying how everyday golfers affect their game for a long time when they consciously use supportive psychological performance techniques.

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Clark, Beverley. "Private speech : a window in the self-talk of kindergarten children from diverse language background." Thesis, University of Auckland, 2005. http://hdl.handle.net/2292/81.

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The immense potential of language, for learning, building relationships, as the embodiment of culture, for an understanding of the world and for expressing 'self', is the underlying theme of this thesis. One less apparent aspect of the language of children is their private speech. In this thesis the research questions focus on whether children from diverse language backgrounds attending English-speaking kindergartens use private speech. Further, if so, what is the context, who is present when it is used and is there a response from the person or people? These questions are primarily addressed through observations of eight children as well as recordings of their private speech. An understanding of the context is supported through interviews with the parents and teachers in the kindergartens. The expectations for this research were largely based on the work of Vygotsky, and adapted to the natural, 'free play' environments of the kindergartens. It was expected that children from diverse language backgrounds in English medium kindergartens would use private speech in their own language. While the children did use private speech (unlike the results from Vygotsky's research) they talked to themselves in English using the language that they had acquired from the community, from the media, from their experiences at kindergarten and in some cases from their families. Based on Krafft & Berk's categories of private speech, a significant focus of this research is the categories of private speech that were used by individual children. These findings pose interesting insight into the experiences of the children. This research has shown the child's remarkable ability to tune into the language and culture of context and to do so not only in relation to the socio-cultural context but also through thinking and acting. This study has also provided insight into the early childhood environments and the experiences of the teachers. As the first known research into private speech/self-talk in early childhood in Aotearoa New Zealand it can serve as a spring-board for further research to enhance our understanding of the child's thinking and learning through private speech.

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Gaskill, Pamela J. "Effects of a goal-setting strategy on second graders' self-efficacy for a listening talk /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486461246817784.

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鈴木, 克彦, and K. SUZUKI. "英語シャドーイングからセルフトーク・ミラーリングへの段階的指導方法の開発(IX. 教科研究)." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 2010. http://hdl.handle.net/2237/12859.

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Kansu-Yetkiner, Neslihan. "Blood, shame and fear self-presentation strategies in Turkish women's talk about their health and sexuality /." [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2006. http://irs.ub.rug.nl/ppn/291293506.

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Hutchens, Myiah J. "I Think I Can: The Interaction Between Self-Efficacy and Anxiety Predicting Who We Talk To." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275443564.

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Shapiro, Jamie L. "An individualized multimodal mental skills intervention for college athletes undergoing injury rehabilitation." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10293.

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Thesis (Ph. D.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains ix, 177 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

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Horwitz, Linda. "Advice-based talk shows in the self help era: Advising the caller and maintaining the absent audience." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1427760.

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Feather, Beverly. "Inexperienced writers and private speech : how talk-to-self helps six and seven year olds write independently." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10020905/.

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In this thesis I develop the argument that children's talk to themselves, or private speech, signals their understanding how to transform a thought into the alphabetic spelling code and is critical to their success in learning to write. At early stages of writing a child needs an experienced literate with whom to collaborate when composing and transcribing a readable text. This support performs the same functions as private speech does when a newly successful writer begins to compose and transcribe independently. Private speech in association with spelling emerges because it has an important function for children beginning to gain control of the conventions of spelling, helping to coordinate the various subtasks of the writing process. From 1987 to 1989 I worked full-time as the class teacher of six and seven year old Year Two children and researched their writing development, focusing on the stage where they began to write independently a readable text by spelling phonetically and reproducing from memory some conventional spellings. From analysis of field observations and videofilms of children writing, I devised a typology of beginning writers which includes a category not previously considered in the research literature: "perplexed" writers. These are children who have much of the knowledge and many of the skills needed to write but who cannot coordinate all the elements to compose and transcribe a text without help. Case studies of children in my classes track writing development over a year and show how and why perplexity develops and how children's writing behaviours change as they move towards writing successfully. From this understanding of the ontogenesis and resolution of perplexity I devised a pedagogy which supports beginning writers and helps eliminate perplexity.

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Oeltjen, Marisa A. "Exploring a Golfer’s Mental Game:An Intrapersonal Communication Study." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1478967539825187.

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Yu, Alexander Brian. "The Role of Cultural Self-Construal and Autonomy on Athlete Preference for Intervention." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011792/.

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Self-construal (SC) refers to the way people perceive their identities in relation to self and others (Markus & Kitayama, 1991b). It has been found in the literature to influence thinking, decision-making, and preferences (e.g., Sung, Choi, & Tinkham, 2012) which suggests that a person's SC may affect her/his preference on psychological interventions. However, no empirical studies can be located that examined this relationship. The study examined the effects of independent SC, interdependent SC, general autonomy (GA), and sport autonomy (SA) on athletes' preferences and desire to use the interventions in the future, especially how these relations might vary as a function of the type of intervention. It was hypothesized that the relationship between each of the predictors and preference for and desire to use intervention would be moderated by the type of intervention received. Four hundred and thirty-one current and former athletes were recruited to participate in this study. Participants completed a questionnaire that measured SC, GA, and SA and were then randomly assigned to receive one of two self-talk interventions, representing either a self- or other-focused intervention. Participants were asked to rate their preference for and desire to use the given intervention in the future. Results found positive significant relationships with all predictors and intervention preference, in both self- and other-focused groups. Initial hierarchical multiple and logistic regression analyses did not support a significant moderation effect of intervention type on the relationships between the independent and dependent variables. However, a post-hoc analysis that conducted a hierarchical multiple regression with participants separated by gender found a significant moderation effect of intervention type on the relationship between independent SC and preference for intervention for females only. Additional post-hoc analyses were conducted to replicate Sung et al.'s (2012) analysis procedures in which the SC continuous variables were transformed into categorical ones, and a 2x2 ANOVA and Pearson chi-square analyses were conducted. Post-hoc analyses revealed significant interaction effects of intervention type and participants' dominant self-construal type on their desire to use intervention. Limitations, implications for counseling/consulting, and future research directions are discussed.

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Brown, Travor C. "The effectiveness of outcome goals, learning goals, and self-talk training in improving an individual's team-playing behavior." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/NQ45723.pdf.

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Carrillo, Fabian [Verfasser]. "Using the Communication of Police Officers to Assess the Relationship Between Self-Talk and Communication Apprehension / Fabian Carrillo." München : GRIN Verlag, 2020. http://d-nb.info/1213736609/34.

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Cho, Yoonjoo. "The interviewer's self-disclosure in L2 research interviews : a conversational analytic study on empathic reformulation and discursive identity work embedded in the interviewer's self-revealing talk." Thesis, University of Newcastle upon Tyne, 2018. http://hdl.handle.net/10443/4157.

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This PhD study applies conversation analysis (CA) to the examination of L2 research interview interaction. More specifically, it provides a fine detailed investigation of the interviewer's self-disclosure in qualitative interviews with L2 immigrants, thereby shedding light on the main research question: "How does the interviewer's self-disclosure play a part in the interview process?" This thesis particularly focuses on presenting and discussing how the interviewer's self-disclosure turns are formulated and how such formulation reveals the interviewer's orientation to the interviewees' prior talk. Self-disclosure here denotes the interactional moments when the interviewer reveals personal information about herself (e.g. her experiences and opinions in relation to the ongoing talk), although such tellings were not prompted or requested by the interviewees. Thousands of research literature on self-disclosure has been published in the field of social psychology for several decades; however, their approach to, analyses of the topic remained rather rudimentary and uncritical. That is, self-disclosure was readily operationalised as a mere variable (i.e. independent variable or dependent variable) or a pre-given category (e.g. personality trait, cognitive state and so forth) in the studies, under the employment of quantitative methods such as questionnaires and experiments (Antaki et al., 2005). By critically engaging with such treatment in traditional psychology literature, a few interactional studies, drawing on CA and discursive psychology (DP), have examined how actual people design their talk to come off as self-disclosive action, and what kind of interactional consequences that self-disclosure brings in a range of different interactional environments (i.e. Abell et al., 2006; Antaki et al., 2005; Childs & Walsh, 2017; Leudar et al., 2006; Stokoe, 2009). Indeed, the studies have provide insightful examples relating to 'how self-disclosure is treated as something produced in a particular interactional context, and how it is designed to handle a particular interactional contingency' (Stokoe, 2009: 157). The current study also aligns with the approach of the aforementioned CA/DP studies, by illuminating how the interviewer's self-revealing talk is formatted and operated as a socially ii situated practice. In doing this, a total of 64 self-disclosure cases were identified in the corpus composed of approximately ten hours of research interviews with ten marriage immigrant participants. Subsequently, the recognised instances of the video recording were transcribed and analysed by CA. The selected sequences including the interviewer (IR)'s self-disclosure (SD) are discussed in this thesis with three analytic foci: 1) the IR's SD prefaced with a turn initial, I also; 2) the IR's SD as a part of assisting the interviewees' formulation; 3) the IR's SD as a second story in reponse to the interviewee's first story. The CA analyses of the phenomenon demonstrate that the IR's SD turns have three broader interactional functions, namely: 1) empathic reformulation of the interviewees' preceding turns; 2) pre-emptive formulation of the interviewee's inarticulate or unspecific utterances; 3) discursive identity work highlighting the common experiential ground between the speakers through shared identities (e.g. L2 speaker, foreigner, learner and employee). Such functions provide interactionally grounded evidence of how the interviewer attempts to build rapport in situ by orienting to several different types of formulation and identities. Such findings from this study not only show how building rapport is made visible in interview interactions, but also present how the interviewer utilises identity as an interactional resource to demonstrate intersubjective understanding and affiliation work. The aforementioned findings addresses an important methodological implication in relation to the importance of 'researcher reflexivity'. (Mann, 2016; Mann and Walsh, 2013; Roulston, 2010a; Roulston, 2016). In particular, examples and discussion points from this study will highlight how CA transcripts and analyses of the interviewer's own talk enables novice interviewers' to notice 'small-scale but potentially significant elements of the interaction' (Mann, 2016: 260), how such smaller features can be developed as a topic of analysis providing methodological insights. Most importantly, the findings open up fruitful discussion on how to empirically validate the previous methodological literature's prescriptions on what to do (e.g. building rapport with interviewees) by employing micro-analytic and reflective practices to focus on how you have done.

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Chung, Cindy Mann Yien. "How positively do they talk?, an investigation on how self-promotion motive induces consumers to give positive word-of-mouth." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61071.pdf.

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Chatterjee, Karishma. "An examination of self reports of young adults' talk about safer sex in dating relationships health, relationship and emotional outcomes /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1197598039.

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Magg, Sven. "Self-organised task differentiation in homogeneous and heterogeneous groups of autonomous agents." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/9038.

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The field of swarm robotics has been growing fast over the last few years. Using a swarm of simple and cheap robots has advantages in various tasks. Apart from performance gains on tasks that allow for parallel execution, simple robots can also be smaller, enabling them to reach areas that can not be accessed by a larger, more complex robot. Their ability to cooperate means they can execute complex tasks while offering self-organised adaptation to changing environments and robustness due to redundancy. In order to keep individual robots simple, a control algorithm has to keep expensive communication to a minimum and has to be able to act on little information to keep the amount of sensors down. The number of sensors and actuators can be reduced even more when necessary capabilities are spread out over different agents that then combine them by cooperating. Self-organised differentiation within these heterogeneous groups has to take the individual abilities of agents into account to improve group performance. In this thesis it is shown that a homogeneous group of versatile agents can not be easily replaced by a heterogeneous group, by separating the abilities of the versatile agents into several specialists. It is shown that no composition of those specialists produces the same outcome as a homogeneous group on a clustering task. In the second part of this work, an adaptation mechanism for a group of foragers introduced by Labella et al. (2004) is analysed in more detail. It does not require communication and needs only the information on individual success or failure. The algorithm leads to self-organised regulation of group activity depending on object availability in the environment by adjusting resting times in a base. A possible variation of this algorithm is introduced which replaces the probabilistic mechanism with which agents determine to leave the base. It is demonstrated that a direct calculation of the resting times does not lead to differences in terms of differentiation and speed of adaptation. After investigating effects of different parameters on the system, it is shown that there is no efficiency increase in static environments with constant object density when using a homogeneous group of agents. Efficiency gains can nevertheless be achieved in dynamic environments. The algorithm was also reported to lead to higher activity of agents which have higher performance. It is shown that this leads to efficiency gains in heterogeneous groups in static and dynamic environments.

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Elias, Cynthia L. Berk Laura E. "Self-regulation in young children is there a role for sociodramatic play? /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927768.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 18, 2006. Dissertation Committee: Laura E. Berk (chair), Paul T. Shallaert, Jayne E. Bucy, Matthew S. Hesson-McInnis, Mark E. Swerdlik. Includes bibliographical references (leaves 97-126) and abstract. Also available in print.

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Dissertations / Theses on the topic 'Self-talk'

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