Children's Self‐talk and Significant Others’ Positive and Negative Statements

Abstract

A sample of 675 elementary school children in Grades 3‐7 were administered the Self‐talk Inventory and the Significant Others’ Statements Inventory. The psychometric properties of both scales were investigated and the relationships between positive and negative self‐talk and significant others’ (parents, teachers, siblings and peers) positive and negative statements were explored using correlational and multiple regression analyses. Sex and age differences were also examined. The significant relationships and differences are described.