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Paul C. Burnett - One of the best experts on this subject based on the ideXlab platform.

  • Children's Self-Talk and academic self-concepts: The impact of teachers' statements
    Division of Research and Commercialisation, 1999
    Co-Authors: Paul C. Burnett
    Abstract:

    Data were collected from 269 Australian primary school children in grades 3 to 7. Self-report questionnaires measuring students' perceptions of the frequency of Positive and negative statements directed to them by their teacher, their Positive and negative Self-Talk; and their reading, mathematics and learning self-concepts were administered. Positive statements made by teachers were found to be directly related to Positive Self-Talk and to maths and learning self-concepts. Teachers' Positive statements were also indirectly related to reading self-concept through Positive Self-Talk. Negative statements made by teachers were not predictive of Self-Talk or self-concepts for the total sample but were predictive of maths self-concept for girls and negative Self-Talk for boys. Implications for teachers and educational psychologists are discussed.

  • Children's Self‐Talk and Academic Self‐Concepts: The impact of teachers’ statements
    Educational Psychology in Practice, 1999
    Co-Authors: Paul C. Burnett
    Abstract:

    Data were collected from 269 Australian primary school children in grades 3 to 7. Self‐report questionnaires measuring students’ perceptions of the frequency of Positive and negative statements directed to them by their teacher, their Positive and negative self‐talk; and their reading, mathematics and learning self‐concepts were administered. Positive statements made by teachers were found to be directly related to Positive self‐talk and to maths and learning self‐concepts. Teachers’ Positive statements were also indirectly related to reading self‐concept through Positive self‐talk. Negative statements made by teachers were not predictive of self‐talk or self‐concepts for the total sample but were predictive of maths self‐concept for girls and negative self‐talk for boys. Implications for teachers and educational psychologists are discussed.

  • The relationship between significant others' Positive and negative statements and Self-Talk, self-concepts and self-esteem
    Child Study Journal, 1999
    Co-Authors: Paul C. Burnett, Andrea R. Mccrindle
    Abstract:

    Reports on a survey conducted with primary school children in Grades Three to Seven who completed self-report questionnaires measuring the frequency of Positive and negative statements made by parents, teacher and peers, their Positive Self-Talk and their self-esteem. Role of Self-Talk between statements made by others and self-concepts and self-esteem.

  • The Impact of Teachers' Praise on Students' Self-Talk and Self-Concepts.
    1999
    Co-Authors: Paul C. Burnett
    Abstract:

    This study investigated the mediating effect of Self-Talk between Positive and negative statements made by teachers and students' academic self-concepts (reading, mathematics, and learning) . Participants were 269 students in grades 3-7 at a middle-class, metropolitan, Australian elementary school. A research assistant administered the following instruments: (1) the "Significant Others Statements Inventory" (which measured children's perceived frequency of Positive and negative statements made by parents, teachers, siblings, and peers); (2) the "Self-Talk Inventory" (which examined Positive and negative Self-Talk); and (3) the "Self-Concepts" scale (which examined reading and mathematics self-concept). Data analysis indicated that Positive Self-Talk did mediate between the perceived frequency of teachers' praise and students' reading self-concept. Additionally, negative Self-Talk predicted math self-concept, but it was not related to teacher statements. Positive statements made by teachers were more influential than negative statements as indicated by direct paths from Positive statements to Positive Self-Talk and math and learning self-concepts and the fact that negative statements were not predictive of any of the Self-Talk or self-concept variables. (Contains 12 references.) (SM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** The Impact of Teachers' Praise on Students' Self-Talk and Self-Concepts PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

  • Cognitive behaviour therapy vs rational-emotive education : impact on children's Self-Talk, self-esteem and irrational beliefs
    1995
    Co-Authors: Paul C. Burnett
    Abstract:

    This study investigated the impact of Cognitive-Behavioural Therapy (CBT) and Rational~Emotive Education (REE) self-enhancement programs on children's Self-Talk, self-esteem and irrational beliefs. A total of 116 children (50.9% girls) with a mean age of 9.8 years attending Years 4 and 6 at two primary schools participated in the study. eBT resulted in a reduction in negative Self-Talk while REE seemed to enhance independence beliefs. Both programs were associated with increased Positive Self-Talk and with having increased rationality in Conformity and Discomfort Intolerance beliefs.

Jennifer C. Selensky - One of the best experts on this subject based on the ideXlab platform.

  • An ecological momentary assessment of weight stigma among weight loss participants
    Journal of health psychology, 2017
    Co-Authors: Robert A. Carels, James Rossi, Chelsey Solar, Jennifer C. Selensky
    Abstract:

    This investigation explored experiences of weight stigma using momentary, real-time diary assessments among adults seeking weight loss treatment. In total, 51 participants completed diary assessments of weight stigmatizing events and reported how they felt and coped with each incident. Experiencing stigma was significantly associated with fewer Positive and greater negative emotions. There was a significant inverse relationship between using Positive Self-Talk and feeling numb and a Positive relationship between using isolation/avoidance coping and feeling depressed, ashamed, and less happy. The significant negative momentary impacts of weight stigma likely contribute to the long-term negative consequences of experiencing weight stigma.

Adam Winsler - One of the best experts on this subject based on the ideXlab platform.

  • Careful what you say to yourself: Exploring Self-Talk and youth tennis performance via hierarchical linear modeling
    Psychology of Sport and Exercise, 2020
    Co-Authors: Jordan Thibodeaux, Adam Winsler
    Abstract:

    Abstract Researchers have examined Self-Talk and performance in tennis matches, but the current understanding of speech-to-performance associations in tennis is hindered by conflicting evidence from self-report and observation, and by the use of relatively simple statistical analyses that fail to account for speech and performance events being nested within both points and individuals over time throughout a tennis match. In the current study, 28 youth tennis players (Mage = 12 years) were observed, and their speech and performance coded with the Self-Talk and Gestures Rating Scale. The relation between Self-Talk and performance was measured on the same point (K), as well as on the subsequent point (K+1). Bivariate (non-nested) analyses supported a concurrent, but not a predictive relation between Self-Talk and performance, consistent with prior work. With multivariate, hierarchical linear modeling that accounts for total points played in a set within person, and player behavior on the prior point, we found that Positive and negative Self-Talk were strongly related to concurrent point performance, and to a less extent, to subsequent K+1 point performance. The occurrence of Positive Self-Talk on point K appeared to increase the odds of winning the subsequent point compared to when Positive Self-Talk talk did not appear, but the margin was small. Researchers should continue to observe Self-Talk in athletes, as well as examine multilevel speech-to-performance associations, especially when data are gathered within naturalistic settings in real time.

Sallie H. Swisher - One of the best experts on this subject based on the ideXlab platform.

  • Therapeutic interventions recommended for treatment of sexual addiction/ compulsivity
    Sexual Addiction & Compulsivity, 1995
    Co-Authors: Sallie H. Swisher
    Abstract:

    Abstract This study surveyed 248 counselors, members the American Mental Health Counselors Association (AMHCA) or International Association for Addictions and Offender Counselors (IAAOC), divisions of the American Counseling Association, regarding their perceptions of the nature and treatment of sexual addiction/com-pulsivity. Findings indicated that counselors perceived sexual addiction as an obsessional illness, characterized by out-of-control sexual behavior. A combination of individual and group therapy was most often suggested. Strategies most often recommended for treatment of sexual addiction included cognitive restructuring, defining behavioral boundaries, empathy, Positive Self-Talk, and recognizing and avoiding high-risk situations.

Yang Kang - One of the best experts on this subject based on the ideXlab platform.

  • Psychosocial impact of living with cancer-related lymphedema.
    Seminars in oncology nursing, 2013
    Co-Authors: Yang Kang
    Abstract:

    Objectives To summarize the evidence of and identify factors influencing the psychosocial impact of lymphedema, as well as to discuss nursing strategies. Data Sources Peer-reviewed publications from 2004 to 2011 in 11 major medical indices. Conclusion Poorer overall health-related quality of life was reported among cancer survivors with lymphedema. The consistent, detailed, and vivid descriptions from the qualitative studies suggest that cancer-related lymphedema exerts tremendous negative psychosocial impact, which quantitative studies failed to capture. Implications for Nursing Practice Nursing strategies include helping patients to build a routine for daily care, setting goals, exercise, Positive Self-Talk, providing helpful resources, and organizing support groups. Professional organizations should devote resources to public education through television advertisement, public meetings, and online education.