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Journal articles on the topic 'Self-talk'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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1

Corral, Nadine, and Shirin D. Antia. "Self-Talk." TEACHING Exceptional Children 29, no. 4 (March 1997): 42–45. http://dx.doi.org/10.1177/004005999702900408.

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2

Tran, Aimee N., and Seung Ho Chang. "Exploring the Functions of Self-Talk: The Effects of Self-Talk on Sports Performance in Collegiate Athletes." International Journal of Human Movement Science 16, no. 1 (April 30, 2022): 47–58. http://dx.doi.org/10.23949/ijhms.2022.04.16.1.4.

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3

Hatzigeorgiadis, Antonis, Nikos Zourbanos, and Yannis Theodorakis. "The Moderating Effects of Self-Talk Content on Self-Talk Functions." Journal of Applied Sport Psychology 19, no. 2 (May 22, 2007): 240–51. http://dx.doi.org/10.1080/10413200701230621.

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4

Davidhizar, Ruth E., and Ruth Shearer. "Increasing Self-Confidence Through Self-Talk." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 14, no. 2 (February 1996): 119–22. http://dx.doi.org/10.1097/00004045-199602000-00009.

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5

Van Raalte, Judy L. "Chapter 53 - Self-talk." Routledge Online Studies on the Olympic and Paralympic Games 1, no. 44 (January 2012): 510–17. http://dx.doi.org/10.4324/9780203851043_chapter_53.

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6

Payne, Beverly D., and Brenda H. Manning. "Self‐talk for teachers." International Journal of Leadership in Education 1, no. 2 (April 1998): 195–202. http://dx.doi.org/10.1080/1360312980010207.

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7

Hardy, James, Craig R. Hall, and Lew Hardy. "Quantifying athlete self-talk." Journal of Sports Sciences 23, no. 9 (September 2005): 905–17. http://dx.doi.org/10.1080/02640410500130706.

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8

McGONIGLE, DEE. "MAKING SELF-TALK POSITIVE." AJN, American Journal of Nursing 88, no. 5 (May 1988): 725–26. http://dx.doi.org/10.1097/00000446-198805000-00029.

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9

Zach, O. "Self-talk and its application to competitive swimming." Studia Kinanthropologica 24, no. 2-3 (February 15, 2024): 67–75. http://dx.doi.org/10.32725/sk.2024.004.

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10

Schneider, Johann F., Markus Pospeschill, and Jochen Ranger. "Does Self-Consciousness Mediate the Relation between Self-Talk and Self-Knowledge?" Psychological Reports 96, no. 2 (April 2005): 387–96. http://dx.doi.org/10.2466/pr0.96.2.387-396.

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Building on Morin's understanding of the relations among self-talk, self-consciousness, and self-knowledge, this study examined the hypothesis that functional and dysfunctional self-consciousness mediate between self-talk and self-knowledge. A self-report questionnaire including 10 scales assessing different aspects of Self-talk, Self-consciousness, and Self-knowledge was administered to 200 German undergraduate university students (95 women, 105 men). Mediation analysis showed that the observed negative relationship between Self-talk and Self-knowledge was mediated by Dysfunctional Self-consciousness, while Functional Self-consciousness acted like a supressor variable. The discussion focuses on limitations of the present measures of Self-talk.
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11

Van Raalte, Judy L., Ruth Brennan Morrey, Allen E. Cornelius, and Britton W. Brewer. "Self-Talk of Marathon Runners." Sport Psychologist 29, no. 3 (September 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-ended items describing their self-talk while competing. Runners reported using a rich variety of motivational self-talk as well as spiritual self-talk and mantras, types of self-talk less widely studied in the literature. Given the findings of this research, future studies exploring self-talk use during competition in sporting events of long duration seems warranted.
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12

Grzybowski, Jocelyn, and Thomas M. Brinthaupt. "Trait Mindfulness, Self-Compassion, and Self-Talk: A Correlational Analysis of Young Adults." Behavioral Sciences 12, no. 9 (August 23, 2022): 300. http://dx.doi.org/10.3390/bs12090300.

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This research explores the relationships between trait mindfulness, self-compassion, self-talk frequency, and experience with mindful practice. We expected to find that positive self-talk would be positively related to mindfulness and self-compassion, and negative self-talk would be negatively related to these variables. Participants (N = 342) were recruited through a university research pool, as well as via social media posting. The participants completed two measures of trait mindfulness (the 15-item Five Facet Mindfulness Questionnaire and the Trait Toronto Mindfulness Scale), two measures of self-talk (the Self-Talk Scale and the Automatic Thoughts Questionnaire—Revised), and the Self-Compassion Scale short form. The results showed moderate positive correlations between (1) positive self-talk and trait mindfulness and (2) positive self-talk and self-compassion. A significant negative correlation also emerged between negative self-talk and trait mindfulness. Additional analyses indicated no moderating effects of mindfulness experience on self-talk or self-compassion in predicting trait mindfulness. We discuss implications for the significance of the relationship between self-talk and mindfulness for the effective implementation in future treatment methodologies.
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13

Burnett, Paul C. "Children's Self‐Talk and Academic Self‐Concepts." Educational Psychology in Practice 15, no. 3 (October 1999): 195–200. http://dx.doi.org/10.1080/0266736990150308.

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14

Shi, Xiaowei, Thomas Brinthaupt, and Margaret McCree. "Understanding the Influence of Self-Critical, Self-Managing, and Social-Assessing Self-Talk on Performance Outcomes in a Public Speaking Context." Imagination, Cognition and Personality 36, no. 4 (May 16, 2017): 356–78. http://dx.doi.org/10.1177/0276236617708740.

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This study examines how different types of self-talk (self-reinforcing, self-critical, self-managing, and social-assessing) influence speakers’ emotional experience of public speaking anxiety and actual performance outcomes. A total of 152 participants reported their speech-specific self-talk frequencies and emotional states of anxiety at two time periods. External raters scored each participant’s video-recorded speech. Results revealed that different types of self-talk exert influence on performance outcomes through distinct pathways. For example, self-managing self-talk had a direct positive impact on speakers’ performance qualities, whereas social assessing self-talk had both a direct and an indirect effect but with opposite operating mechanisms. The study found that self-reinforcing self-talk provides little benefit in overcoming anxiety. It appears that the frequent engagement of self-critical self-talk that contributes substantially to the experience of speech-related anxiety. Theoretical and practical implications for self-talk monitoring and public speaking interventions are discussed.
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15

Van Raalte, Judy L., Allen E. Cornelius, Maureen K. Copeskey, and Britton W. Brewer. "Say What? An Analysis of Spontaneous Self-Talk Categorization." Sport Psychologist 28, no. 4 (December 2014): 390–93. http://dx.doi.org/10.1123/tsp.2014-0017.

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Research exploring spontaneously generated self-talk has involved recording performers’ self-talk categorized by researchers. The actor-observer bias, suggests that actors (performers) and observers (researchers) may perceive the same situation (e.g., self-talk) differently. The purpose of this study was to explore the actor-observer bias and validity of self-talk categorization. College students’ (n = 30) spontaneous self-talk was audio recorded during a dart throwing task. Participants then listened to and categorized their self-talk. Three independent researchers reviewed written transcripts and categorized the self-talk. Another three researchers who had not read the transcripts listened to audio recordings and categorized the same self-talk. Results confirmed actor-observer bias predictions. Spontaneous self-talk ratings made by participants were similar to but distinct from those made by researchers reading transcripts or listening to self-talk audio recordings. These results suggest that participant categorization of spontaneous self-talk may be a valid strategy to enhance understanding of self-talk used in competitive settings.
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16

Schneider, Johann F. "Relations among Self-Talk, Self-Consciousness, and Self-Knowledge." Psychological Reports 91, no. 3 (December 2002): 807–12. http://dx.doi.org/10.2466/pr0.2002.91.3.807.

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The aim of this study was to examine the relations among self-talk, self-consciousness, and self-knowledge through an exploratory principal component analysis and to test the hypothesis that only the functional and reflective aspects of self-consciousness contribute to self-knowledge. A self-report questionnaire including 6 scales assessing different aspects of self-talk, self-consciousness, and self-knowledge was administered to 203 German undergraduate university students. A principal component analysis of the scales yielded a two-factor solution, supporting the distinction between functional and dysfunctional self-consciousness. In a stepwise multiple regression analysis, only functional self-consciousness was a significant predictor of self-knowledge. Limitations of the present measures of inner speech are addressed.
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17

SCHNEIDER, JOHANN F. "RELATIONS AMONG SELF-TALK, SELF-CONSCIOUSNESS, AND SELF-KNOWLEDGE." Psychological Reports 91, no. 7 (2002): 807. http://dx.doi.org/10.2466/pr0.91.7.807-812.

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18

Fritsch, Julian, Antonis Hatzigeorgiadis, Darko Jekauc, and Alexander T. Latinjak. "Ein theoretischer Beitrag zu Self-talk in der Sportpsychologie." Zeitschrift für Sportpsychologie 27, no. 3 (July 2020): 85–94. http://dx.doi.org/10.1026/1612-5010/a000302.

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Zusammenfassung. In diesem theoretischen Artikel zum Thema Self-talk wird zunächst ein kurzer historischer Abriss gegeben, in dem auf verschiedene für das Thema relevante psychologische Theorien eingegangen wird. Darauf aufbauend wird die Unterscheidung von strategischem und organischem Self-talk, die sich in zwei verschiedenen Forschungsbereichen in der sportpsychologischen Literatur widerspiegelt, dargestellt. Im Zusammenhang mit organischem Self-talk als der Forschungsbereich, der die Messung von Self-talk während der sportlichen Aktivität beinhaltet, werden auf Zwei-Prozess-Ansätze basierende Self-talk Klassifikationen vorgestellt. Dabei wird anhand des Zusammenhanges von Self-talk und Emotionen gezeigt, dass sich die Forschung vor allem auf spontanen und zielgerichteten Self-talk als zwei Unterformen des organischen Self-talks konzentriert hat. Hinsichtlich des Forschungsfelds des strategischen Self-talks, welches Self-talk im Rahmen von geplanten Selbstinstruktionen zur Verbesserung der sportlichen Leistung untersucht, wird auf mögliche Wirkmechanismen eingegangen. Zuletzt wird die Relevanz von Self-talk in der angewandten Sportpsychologie aufgezeigt und dabei reflexive Self-talk Interventionen als eine innovative Methode beschrieben.
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19

Hong, Xiaobin, Yingying Liao, Yan Shi, Changzhu Qi, Mengyan Zhao, and Judy L. Van Raalte. "An Empirical Test of the Self-Talk Dissonance Hypothesis: The Effects of Self-Talk Overtness and Personality on Performance." Sport Psychologist 34, no. 3 (September 1, 2020): 173–76. http://dx.doi.org/10.1123/tsp.2019-0134.

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According to the sport-specific model of self-talk, self-talk dissonance occurs when a mismatch between gut feelings/impressions and self-talk creates discomfort and disrupts performance. The purpose of this study was to test the sport-specific model of self-talk’s dissonance hypothesis by examining the effects of self-talk on introverts (n = 28), who may be uncomfortable speaking their self-talk aloud, and on extraverts (n = 30). Each participant completed a dart-throwing target task using (a) overt and (b) covert self-talk in a counterbalanced order. Results of analysis of covariance indicated a significant interaction that supported the sport-specific model of self-talk’s dissonance hypothesis. Introverts performed better when using covert (private) self-talk, and extraverts performed better when using overt self-talk. The results of this research show that self-talk dissonance adversely affects performance and suggests that tailoring self-talk interventions by incorporating personal factors into intervention designs could enhance intervention effectiveness and performance outcomes.
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20

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 (December 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, 1994b). Results indicated that all players used observable self-talk and gestures during their matches. Furthermore, for all players, match circumstances (e.g., point outcome, serving status) predicted the use of negative self-talk. Positive and instructional self-talk were predicted by match circumstances for some players. The results suggest that match circumstances contribute to the generation of self-talk and provide useful information for researchers interested in better understanding the antecedents of self-talk.
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21

Megantara, Surya Medal. "Self-Talk Dan Waktu Reaksi." Jurnal Olahraga 4, no. 1 (April 30, 2018): 31–36. http://dx.doi.org/10.37742/jo.v4i1.81.

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The purpose of this study is to determine the extent of the effect that self-talk has on the reaction time. In this study using the same research method with research methods conducted by tod et.al (2009). the population is all students of Level 3 PJKR Study Program. The sampling technique used is random sampling. Test results on these tests indicate that the significance level is 0. <0.05. Thus, ho is rejected and ha is accepted. In other words, there is an effect of self-talk on reaction time.
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22

Halper, Charles W. "Self-Talk Online and Offline." Adult Learning 6, no. 3 (January 1995): 28. http://dx.doi.org/10.1177/104515959500600315.

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23

Hines, Peggy L., Rex Stockton, and D. Keith Morran. "Self-talk of group therapists." Journal of Counseling Psychology 42, no. 2 (1995): 242–48. http://dx.doi.org/10.1037/0022-0167.42.2.242.

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24

Conroy, David E. "Interpersonal origins of self-talk." Medicine & Science in Sports & Exercise 34, no. 5 (May 2002): 128. http://dx.doi.org/10.1097/00005768-200205001-01826.

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25

Hatzigeorgiadis, Antonis, Nikos Zourbanos, Evangelos Galanis, and Yiannis Theodorakis. "Self-Talk and Sports Performance." Perspectives on Psychological Science 6, no. 4 (July 2011): 348–56. http://dx.doi.org/10.1177/1745691611413136.

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26

Geurts, Bart. "Making Sense of Self Talk." Review of Philosophy and Psychology 9, no. 2 (December 28, 2017): 271–85. http://dx.doi.org/10.1007/s13164-017-0375-y.

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27

Hatzigeorgiadis, Antonis, and Evangelos Galanis. "Self-talk effectiveness and attention." Current Opinion in Psychology 16 (August 2017): 138–42. http://dx.doi.org/10.1016/j.copsyc.2017.05.014.

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28

Lucas, Janet, and William DeGenaro. "Cross Talk: Student Self-Disclosure." Teaching English in the Two-Year College 34, no. 4 (May 1, 2007): 394–95. http://dx.doi.org/10.58680/tetyc20076080.

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The preceding two essays focused on the challenges presented by students’ selfdisclosures in their writing. The authors, Janet Lucas and William DeGenaro, have read each other’s essays and provided the following brief responses. This cross talk between the writers continues, in a more deliberate way, the cross talk generated by their essays.
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29

Santos-Rosa, Francisco J., Carlos Montero-Carretero, Luis Arturo Gómez-Landero, Miquel Torregrossa, and Eduardo Cervelló. "Positive and negative spontaneous self-talk and performance in gymnastics: The role of contextual, personal and situational factors." PLOS ONE 17, no. 3 (March 24, 2022): e0265809. http://dx.doi.org/10.1371/journal.pone.0265809.

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The purpose of this study was to analyse whether contextual (perception of motivational climate and positive and negative spontaneous self-talk in sports), personal (positivity) and situational variables (positive and negative spontaneous self-talk employed in competition and precompetitive anxiety) predict performance in a competition of ensembles of rhythmic gymnastics. 258 female gymnasts between ages14 and 20 (M = 15.24, SD = 1.46) participated in the study, completing pre- and post-competition measures. The results of the path-analysis showed that both the task-involving climate and positivity predicted positive self-talk in sport. This predicted self-confidence which, in turn, positively predicted positive situational self-talk in competition. For its part, the perception of an ego-involving climate positively predicted the use of both negative and positive self-talk in sport. Negative self-talk in sports predicted negative situational self-talk in competition and somatic and cognitive anxiety. In turn, cognitive anxiety positively predicted negative situational self-talk. Finally, performance was positively predicted by positive situational self-talk and negatively by negative situational self-talk. These results explain the functioning of spontaneous self-talk at different levels of generality and its relationship with sports performance.
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30

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 (March 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 self-talk variables, except negative self-talk. Significant negative correlations were found between negative self-talk and self-talk functions (i.e., attention, cognitive and emotional control, and confidence). The results highlight the interrelationships among various types and functions of self-talk in competitive settings, and provide evidence for the ways in which self-talk is related to the performance of highly skilled athletes. Suggestions for how these findings might be applied by athletes, coaches, and sport psychology practitioners are provided.
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31

Maddux, Laura, and Brenda Nicodemus. "“The committee in my head”." Translation and Interpreting Studies 11, no. 2 (July 22, 2016): 177–201. http://dx.doi.org/10.1075/tis.11.2.03mad.

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Anecdotally, interpreters report experiencing self-talk before, during, and after assignments; however, this inner dialogue has neither been confirmed nor described in the literature. Prior studies suggest that guided self-talk can boost performance in learning and human performance activities. It follows that self-talk may also affect interpreting performance, either positively or negatively. In this study, reports of self-talk of American Sign Language-English interpreters were examined for the following characteristics: frequency, valence, overtness, self-determination, motivation, and function. Participants (N = 445) responded to online survey questions about the experience of self-talk in their interpreting work. For frequency, more than half of the respondents reported experiencing self-talk between 1–5 times during their work. Regarding valence, 62% of respondents reported a mix of positive and negative self-talk about their performance. For overtness, 62% reported talking (or signing) aloud in isolated settings about their work experiences. Regarding self-determination, nearly half of the respondents (48%) reported self-talk as a mix of conscious and unconscious thoughts. Eighty-nine percent of the respondents reported using self-talk for motivation, but 65% reported their self-talk was actually de-motivational at times. The most frequently reported function of self-talk was to improve interpreting. The findings offer a rich description of self-talk by American Sign Language-English interpreters. We suggest that more information about self-talk during interpretation may lead to greater self-awareness of the role of this phenomenon in working practitioners, as well as offer insights for the instruction of student interpreters.
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32

Van Raalte, Judy L., Lorraine Wilson, Allen Cornelius, and Britton W. Brewer. "Self-Talk in a SCUBA Diving Context." Sport Psychologist 32, no. 3 (September 1, 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, confidence, and focus; and were evaluated during certification dives. Results indicated that participants gained confidence over time. The instructional-self-talk group reported being significantly more focused and confident during certification dives than the motivational-self-talk group. These results demonstrate the efficacy of matching self-talk to task demands in the high-risk context of adventure sports.
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33

Corning, Alexandra F., and Michaela M. Bucchianeri. "Is fat talk more believable than self-affirming body talk?" Body Image 19 (December 2016): 122–25. http://dx.doi.org/10.1016/j.bodyim.2016.09.004.

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34

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 (September 15, 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 sports psychology of self-talk toward athletes. The process review was conducted by the PRISMA protocol and a search performed by using online data sources (Scopus, Web of Science, and Semantic Scholar), as well as, conference proceedings of possibly related papers. The search was limited to articles published within ten years and written in English. A total of 38 studies were analysed. Referring to a total of 38 studies (nine articles focused on the self-talk questionnaire, six articles on motivational self-talk, six articles on instructional studies, and 17 articles focused on both motivational self-talk). Based on this, only 9 studies satisfied the eligibility criteria related to sports performance and psychological effects. As a result, a sample of 9 studies was subjected to systematic quality analysis. The analysis results showed that negative self-talk decreases athletes’ performance. In addition, there is inconsistent evidence on the effect of motivational and instructional self-talk based on specific sports. Based on this review, instructional self-talk is beneficial for fine skills (free-throw basketball and penalty shoot-out), and motivational self-talk is effective for gross skill (running). Thus, it can be concluded that both motivational and instructional self-talk play an important role in enhancing motor performance.
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35

Sánchez, Flor, Fernando Carvajal, and Carolina Saggiomo. "Autodiálogos y rendimiento académico en estudiantes universitarios." Anales de Psicología 32, no. 1 (December 25, 2015): 139. http://dx.doi.org/10.6018/analesps.32.1.188441.

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The self-talk of a group of undergraduate students, both in general day-to-day and academic situations, was compiled and the effect on students’ academic performances was analysed. The results show that: (1) there is a correlation between the valence of general self-talk and academic self-talk; (2) participants exhibit more positive than negative self-talk, although they report more negative self-talk when faced with a more difficult compared to an easier academic subject, while positive academic self-talk was higher in the easy than in the more difficult academic subjects; (3) the negative valence of self-talk (general and academic), is correlated with the negative results predicted by the students six weeks before doing the examination and (4) for the difficult academic subject, but nor for easier subject, students who suspend report using less positive academic self-talk and more negative academic self-talk than those who passes. These results to encourage for wondering about the utility of training in the use of appropriate self-talk for coping academic situations perceived as difficult and improve students performance in such situations
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36

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 instructional and unrelated self-talk conditions. Two separate 2 (self-talk type) X 2 (high/low mindfulness) mixed design ANOVA statistical analyses indicated that mindfulness disposition interacted with unrelated self-talk in the line tracking task. Specifically, low mindfulness participants performed poorer than high mindfulness participants in line tracking task under unrelated self-talk. Further, participants performed better in both standing long jump and line tracking under instructional self-talk than unrelated self-talk. Results not only revealed the triangular relationships among mindfulness, self-talk, and motor performance but also indirectly support the role of attention in self-talk effectiveness. Limitations, future research directions, and practical implications were discussed.
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37

Van Raalte, Judy L., Britten W. Brewer, Patricia M. Rivera, and Albert J. Petitpas. "The Relationship between Observable Self-Talk and Competitive Junior Tennis Players' Match Performances." Journal of Sport and Exercise Psychology 16, no. 4 (December 1994): 400–415. http://dx.doi.org/10.1123/jsep.16.4.400.

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In sport psychology, there is broad interest in cognitive factors that affect sport performance. The purpose of this research was to examine one such factor, self-talk, in competitive sport performance. Twenty-four junior tennis players were observed during tournament matches. Their observable self-talk, gestures, and match scores were recorded. Players also described their positive, negative, and other thoughts on a postmatch questionnaire. A descriptive analysis of the self-talk and gestures that occurred during competition was generated. It was found that negative self-talk was associated with losing and that players who reported believing in the utility of self-talk won more points than players who did not. These results suggest that self-talk influences competitive sport outcomes. The importance of "believing" in self-talk and the potential motivational and detrimental effects of negative self-talk on performance are discussed.
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Brinthaupt, Thomas M., Deroneasha D. Smartt, and Kyle R. Long. "Schizotypal Tendencies Are Positively Associated With Self-Talk Frequency." Psychological Reports 123, no. 6 (August 12, 2019): 2215–26. http://dx.doi.org/10.1177/0033294119868808.

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Theory and research suggest that schizotypy is a personality construct characterized by self-regulatory problems and that self-talk serves a variety of self-regulatory functions. In this study, undergraduates ( N = 379) completed multidimensional measures of schizotypy and self-talk. Results provided strong support for a greater self-regulatory focus hypothesis, with positive and disorganized schizotypy factors positively and significantly correlated with self-talk factors, but negative schizotypy factors unrelated to self-talk frequency. We discuss implications of these findings for schizotypy and self-talk theory and research.
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Hatzigeorgiadis, Antonis, Nikos Zourbanos, Sofia Mpoumpaki, and Yannis Theodorakis. "Mechanisms underlying the self-talk–performance relationship: The effects of motivational self-talk on self-confidence and anxiety." Psychology of Sport and Exercise 10, no. 1 (January 2009): 186–92. http://dx.doi.org/10.1016/j.psychsport.2008.07.009.

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Hardy, James, Ross Roberts, and Lew Hardy. "Awareness and Motivation to Change Negative Self-Talk." Sport Psychologist 23, no. 4 (December 2009): 435–50. http://dx.doi.org/10.1123/tsp.23.4.435.

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This study examined the effectiveness of a logbook and paperclip technique on awareness of the use and content of negative self-talk as well as the motivation to change negative self-talk. Participants (n = 73) completed a questionnaire measuring these variables, and were assigned to either a control, paperclip or logbook group. Participants performed three typical training sessions over a three-week period. The logbook group completed a self-talk logbook after each session whereas the paperclip group carried out a paperclip exercise during each session. Upon completion of the training sessions, the questionnaire was readministered. ANCOVAs revealed no significant differences between the groups for motivation to change and awareness of the content of negative self-talk. However, the logbook group had significantly greater awareness of their use of negative self-talk compared with the control group. A qualitative analysis of the logbook group’s use of negative self-talk provided insights into the situations that prompted negative self-talk, the content of the self-talk, and also the consequences of using negative self-talk. Collectively, the findings offer some support for the use of the logbook technique in the applied setting.
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An, Soontae, and Hannah Lee. "Digital Youth's Self-talk and Pep-talk: Mood Regulation via Mobile Media and Emotional Well-being." Journal of Korean Academy of Fundamentals of Nursing 29, no. 3 (August 31, 2022): 337–49. http://dx.doi.org/10.7739/jkafn.2022.29.3.337.

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Purpose: The purpose of this study was to investigate the relationship between an individual's daily well-being and the self-talk and pep-talk type. Methods: A total of 378 Koreans between the ages of 18 and 37 participated in an online survey. The participants were presented with four vignettes and then responded to the question, “If you were feeling the same way as presented in the vignette, what type of self-talk and pep-talk would you be likely to have?” Descriptive and frequency analysis was used to examine the participants’ demographic characteristics and their preferred types of self-talk and pep-talk according to mood state. Moreover, hierarchical regression analysis was used to examine the relationships among the study variables. Results: The message types of self-talk and pep-talk changed according to the participant’s mood state (i.e., anger, sadness, anxiety, and self-harm). In addition, people with higher levels of daily well-being were more likely to engage in active self-talk to regulate their mood. Conclusion: This study implies that self-talk and pep-talk via mobile media can serve as effective regulation strategies for people’s daily negative moods.
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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 (October 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 evidence for the differential effects of instructional and motivational self-talk based on task characteristics. Results from the mediation-based analysis indicate that cognitive and behavioral factors had the most consistent relationships with self-talk. The findings are discussed in the context of recent theoretical advances, and the article includes recommendations for future research (e.g., the use of designs allowing the testing of meditational hypotheses) and for current applied practice (e.g., avoiding the use of thought-stopping techniques).
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Yusuf, Ahmad, and Haslinda Haslinda. "IMPLEMENTASI TEKNIK SELF TALK UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA DI SMP NEGERI 1 PANGKEP." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 2, no. 1 (April 1, 2019): 158. http://dx.doi.org/10.31100/dikdas.v2i1.330.

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Penelitian ini bertujuan untuk (1) mengetahui gambaran pelaksanaan teknik self Talk untuk Meningkatkan Aktivitas Belajar pada Siswa SMP Negeri 1 Pangkep. (2) Untuk mengetahui gambaran aktivitas belajar siswa di SMP Negeri 1 Pangkep sebelum dan setelah diberi teknik Self Talk. Untuk mengetahui (3) Apakah penerapan teknik Self Talk dapat meningkatkan aktivitas belajar siswa di SMP Negeri 1 Pangkep. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian eksperimental. Populasi dalam penelitian ini adalah siswa kelas IX SMP Negeri 1 Pangkep sebanyak 12 siswa pada Tahun Ajaran 2018/2019. Sampel penelitian sebanyak 12 siswa. Pengumpulan data dengan menggunakan instrumen angket dan observasi. Analisis data menggunakan analisis statistik deskriptif dan pengujian hipotesis. Hasil penelitian menunjukkan bahwa: (1) Pelaksanaan teknik self Talk terdiri atas 4 tahap yaitu tahap memberikan informasi, memberikan lembar jurnal self thought kepada siswa, pernyataan self talk positif dan evaluasi (2) Tingkat aktivitas belajar pada siswa sebelum diberikan teknik self talk berada pada kategori rendah dan setelah diberikan teknik self talk berada pada kategori sangat tinggi (3) Penerapan teknik self talk dapat meningkatkan aktivitas belajar pada siswa di SMP Negeri 1 Pangkep.
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Dickens, Yani L., Judy Van Raalte, and Russell T. Hurlburt. "On Investigating Self-Talk: A Descriptive Experience Sampling Study of Inner Experience During Golf Performance." Sport Psychologist 32, no. 1 (March 1, 2018): 66–73. http://dx.doi.org/10.1123/tsp.2016-0073.

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Although self-talk has been shown to be an effective performance enhancement tool, accessing athletes’ ongoing inner experiences, including self-talk, has proven difficult. This study investigated the feasibility and desirability of using Descriptive Experience Sampling (DES) to sample athletes’ inner experiences during competition, thus avoiding potential distortions that arise from retrospective reports and questionnaires. Golfers (N = 10) were trained as DES participants in their natural environments; then their experiences were sampled during a golf tournament. More self-talk occurred during tournament play than in natural environments. Self-talk was a frequent but not ubiquitous component of experience during tournament play, inner-speaking self-talk was six times as frequent as speaking aloud self-talk, and effortful System 2 self-talk was rare. The results of this research demonstrate that DES can be feasibly implemented in sport settings and may be a useful approach for researchers exploring athletes’ inner experiences.
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Putri, Sefni Rama. "Meta-Analysis: Use of Self Talk in Improving Self Efficacy." Jurnal SOMASI (Sosial Humaniora Komunikasi) 2, no. 2 (December 20, 2021): 140–47. http://dx.doi.org/10.53695/js.v2i2.575.

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The purpose of this study was to analyze the use of self talk on self efficacy. In this study the technique used in the form of meta-analysis by analyzing the data about the effect of self talk on self efficacy. This research begins by formulating research topics, exploring relevant research results for analysis. Data is collected by searching online journals and supporting books. Data were analyzed using quantitative descriptive analysis. Based on the analysis of the use of self-talk can increase self-efficacy from the lowest to the highest.
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Theodorakis, Yannis, Stiliani Chroni, Kostas Laparidis, Vagelis Bebetsos, and Irini Douma. "Self-Talk in a Basketball-Shooting Task." Perceptual and Motor Skills 92, no. 1 (February 2001): 309–15. http://dx.doi.org/10.2466/pms.2001.92.1.309.

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This study examined the effectiveness of two different types of self-talk on the performance of a basketball-shooting task. 60 physical education and sports sciences students were organized into one control and two treatment groups which used self-talk. During the experiment, the control group performed with the general instructions, whereas the self-talk groups used the cue-words “relax” and “fast,” respectively. Analysis showed that only the participants of the self-talk group who used the word “relax” improved their performance significantly as compared to the other two groups. It appears that self-talk can positively affect performance if its content is appropriate for the task performed.
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Logren, Aija, Johanna Ruusuvuori, and Jaana Laitinen. "Self-reflective talk in group counselling." Discourse Studies 19, no. 4 (May 31, 2017): 422–40. http://dx.doi.org/10.1177/1461445617706771.

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Reflective processing is a joint social action that develops in interaction. Using conversation analysis and discursive psychology, this article focuses on self-reflective turns of talk in group counselling for adults at risk of type 2 diabetes. We show how reflective processing unfolds in patterns of interaction, wherein group members take an observing, evaluating or interpreting position towards their own actions and experiences. Self-reflective talk is neither exclusively dependent on counsellors’ actions nor limited to the niches the counselling programme structure offers. Self-reflective talk is one method of generating joint reflective processing. Such talk makes a topic available for discussion by connecting details of counselling with individuals’ experiences and enabling sharing. Self-reflective talk thus serves as a way for group members to participate in constructing a lifestyle problem, to invite or provide sharing of experiences and to display their orientation to the institutional task at hand.
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Fritsch, Julian, and Alexander T. Latinjak. "The Content of Goal-Directed Self-Talk in Volitional Processes." Zeitschrift für Sportpsychologie 28, no. 2 (April 2021): 45–53. http://dx.doi.org/10.1026/1612-5010/a000322.

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Abstract. The purpose of this study was to examine the content of goal-directed self-talk in volitional processes. To this end, 96 athletes completed a computerized booklet on goal-directed self-talk that they used when they were in a state of demotivation. Using qualitative analyses, we classified the text units firstly deductively in seven primary categories of goal-directed self-talk and secondly inductively into secondary categories for the primary category “creating positive attitudes for the future.” Overall, athletes in a state of demotivation use mainly goal-directed self-talk to create positive attitudes for the future, to control cognitions and behavior, and to create activated states. Furthermore, self-talk to create positive attitudes for the future includes self-talk statements aimed at upregulating confidence, motivational regulation, both intrinsic and extrinsic, and goal orientation, both task- and ego-oriented. The results may contribute to a better theoretical understanding of how goal-directed self-talk is related to athletes’ volitional processes.
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Hardy, James, Kimberley Gammage, and Craig Hall. "A Descriptive Study of Athlete Self-Talk." Sport Psychologist 15, no. 3 (September 2001): 306–18. http://dx.doi.org/10.1123/tsp.15.3.306.

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In this descriptive study, the four Ws (i.e., where, when, what, and why) of the use of self-talk were examined. Varsity athletes (78 male, 72 female), with a mean age of 20.68 years (SD = 1.90) read a self-statement oriented definition of self-talk and then answered the four questions in an open-ended format. Athletes reported using self-talk most frequently while partaking in their sports (when), at sport related venues (where). The “what” or content of self-talk use was categorized into five themes: nature, structure, person, task instructions, and miscellaneous. With regard to why athletes use self-talk, two main themes emerged from the data: cognitive and motivational. It was possible to further classify the two themes into seemingly specific and general levels, similar to Paivio’s (1985) classification of athletes’ use of mental imagery. Results for the present study provide descriptive data for the development of a conceptual frame work for the use of self-talk.
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Indraharsani, I. A. Saraswati, and IGAP Wulan Budisetyani. "EFEKTIVITAS SELF-TALK POSITIF UNTUK MENINGKATKAN PERFORMA ATLET BASKET." Jurnal Psikologi Udayana 4, no. 02 (January 28, 2018): 367. http://dx.doi.org/10.24843/jpu.2017.v04.i02.p12.

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Penelitian ini bertujuan untuk mengetahui efektivitas dari penggunaan self-talk positif pada atlet basket untuk meningkatkan performanya. Self-talk merupakan salah satu teknik mental training yang dapat digunakan untuk meningkatkan motivasi intrinsik dalam diri atlet. Motivasi intrinsik merupakan motivasi yang dibangun dalam diri pemain yang dapat memunculkan sebuah perilaku tertentu, sehingga cenderung lebih kuat serta tahan lama. Berdasarkan latar belakang tersebut maka peneliti merumuskan masalah apakah penggunaan self-talk efektif untuk meningkatkan performa atlet basket. Penelitian ini merupakan pendekatan kuantitatif dengan menggunakan metode ekperimen dengan rancangan kuasi-eksperimen. Subjek pada penelitian ini merupakan 12 orang atlet basket putra yang dibagi menjadi dua kelompok yaitu kelompok eksperimen dan kelompok kontrol. Pengumpulan data dilakukan dengan menggunakan pencatatan poin setelah pemberian treatment self-talk, kuesioner self-talk, dan kuesioner pertanyaan terbuka. Uji validitas dan reliabilitas kuesioner self-talk yang terdiri dari 20 item menyatakan bahwa terdapat dua item tidak valid sehingga jumlah item yang valid adalah 18 item dengan koefisien reliabilitas 0,886. Data yang diperoleh dari hasil pencatatan poin dianalisis dengan menggunakan uji-t non-parametrik yaitu uji Mann Whitney U. Hasil analisis menunjukkan terdapat perbedaan yang signifikan antara kelompok ekperimen dan kelompok kontrol setelah pemberian treatment self-talk (p<0,05, p=0,005) dan ditunjukkan pula pada nilai kelompok eksperimen antara sebelum dan setelah treatment self-talk (p,0,05, p=0,003). Dari hasil tersebut, dapat diartikan bahwa hipotesis penelitian yang menyatakan bahwa self-talk efektif untuk meningkatkan performa pemain basket diterima. Kata kunci : motivasi intrinsik, self-talk positif, atlet basket, performa
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