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Early Child Development and Care Volume 185, 2015 - Issue 2
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Articles

Role of self-talk in the classroom: investigating the relationship of eight-to-nine-year-olds' self-regulatory self-talk strategies with their classroom self-regulatory behaviour and mathematical achievement

Scott LeeFaculty of Education and Arts, Australian Catholic University, Melbourne, Australia
&
Andrea McDonoughFaculty of Education and Arts, Australian Catholic University, Melbourne, AustraliaCorrespondence[email protected]
Pages 198-208 | Received 26 Mar 2014, Accepted 14 Apr 2014, Published online: 02 Jun 2014

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Read on this site (2)

Carin Neitzel & Lisa Connor. (2018) An investigation of the stability and variability in young children's self-regulated learning behaviors in kindergarten. The Journal of Educational Research 111:1, pages 58-65.
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Carin Neitzel & Lisa Connor. (2017) Differences in Kindergartners’ Participation and Regulation Strategies Across Time and Instructional Contexts. Journal of Research in Childhood Education 31:2, pages 199-214.
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Articles from other publishers (6)

Danielle M. Feeney, Joseph J. Morgan, Wendy J. Rodgers, Monica R. Brown & Stefani R. Relles. (2023) Self-Talk Monitoring and Goal-Oriented Thinking: Effects on Middle Schoolers’ Behavior During Academics. Learning Disability Quarterly 46:4, pages 261-275.
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Róisín M. Flanagan & Jennifer E. Symonds. (2022) Children's self-talk in naturalistic classroom settings in middle childhood: A systematic literature review. Educational Research Review 35, pages 100432.
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Danielle M. Feeney. (2021) Positive Self-Talk: An Emerging Learning Strategy for Students With Learning Disabilities. Intervention in School and Clinic 57:3, pages 189-193.
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Sander Thomaes, Iris Charlotte Tjaarda, Eddie Brummelman & Constantine Sedikides. (2019) Effort Self‐Talk Benefits the Mathematics Performance of Children With Negative Competence Beliefs. Child Development 91:6, pages 2211-2220.
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Mei-Shiu Chiu. (2018) Effects of Early Numeracy Activities on Mathematics Achievement and Affect: Parental Value and Child Gender Conditions and Socioeconomic Status Mediation. EURASIA Journal of Mathematics, Science and Technology Education 14:12.
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Nikki Collingwood & Jessica Dewey. (2018) ‘Thinking Your Problems Away’: Can maths interventions be developed to address both the academic and affective aspects of learning in primary aged children?. Educational and Child Psychology 35:2, pages 76-92.
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