Self‐talk in middle childhood
A mechanism for motivational resilience during learning
Bibliographic Data
| ID | 21376720 |
|---|---|
| Authors | Róisín M Flanagan (0000-0002-0236-5877, School of Education University College Dublin Dublin Ireland, corresponding author), Jennifer E Symonds (0000-0003-4259-6124, School of Education University College Dublin Dublin Ireland) |
| Year | 2021 |
| Volume | 58 |
| Issue | 6 |
| Pages | 1007-1025 |
| Publication date | 2021-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22484 |
| OpenAlex | W3121891263 |
| Language | EN |
| Citations received | 3 |
| References cited | 46 |
All individuals possess an inner voice that helps them to navigate life and its challenges. However, little is known about how children use self‐talk to maintain their momentary engagement during academic tasks. Using qualitative methods, this study investigated how 19 children (aged 8–12 years) from one primary school prospectively used self‐talk to maintain their motivation. Vignettes were used to prompt children's reports on what they would say to themselves to stay motivated during challenges they might typically encounter in the classroom. These included becoming frustrated or tired, and having to choose between work and play. The data were deductively coded into 11 coping families typically measured in academic settings within the framework of motivational resilience. The data were then inductively coded within the best represented coping families to uncover subthemes of coping. The results extend the motivational resilience literature and illustrate the multidimensional nature of coping with challenges in classrooms
Coping (psychology) · Developmental psychology · Psychological resilience · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Social Psychology
Handbook of Motivation at School
Handbook of Motivation at School
Motivation to learn
Using Templates in the Thematic Analysis of Text
Academic Emotions and Student Engagement
Jingle, Jangle, and Conceptual Haziness
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience
Delay of Gratification in Children
Engagement as flourishing
Student Engagement
The Development of Coping
Academic resilience and academic buoyancy
Academic buoyancy and academic resilience
From expectancy-value theory to situated expectancy-value theory
School Engagement
Silver linings and storm clouds
Relational Developmental Systems Theories and the Ecological Validity of Experimental Designs
Coping as Part of Motivational Resilience in School
Narrative Methods for the Human Sciences
Metacognitive emotion regulation
How social and cultural contexts shape the development of coping
How the study of regulation can inform the study of coping
Drivers of human development
Implications for educational practice of the science of learning and development
Should I let them talk?”
Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school
Relationship of elementary school children's private speech to behavioral accompaniment to task, attention, and task performance
Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School
Using thematic analysis in psychology
Coping with stress during childhood and adolescence
Verification Strategies for Establishing Reliability and Validity in Qualitative Research
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |