Impact of positive self-talk
Date
2012
Authors
Chopra, Kamal
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012
Abstract
On a daily basis, whether young or old, people are engaged in self-talk. Our thoughts
have implications that affect our emotions, motivation and potential accomplishments.
Research has shown that the majority of our self-talk is negative therefore, is working
against us rather than for us (Helmstetter, 1982; Stranulis & Manning, 2002). These
negative thoughts create feelings of anger, irritation, frustration, hopelessness and
disappointment. The aim of this study was to teach grade one students how to rethink
their negative self-talk and turn it into positive self-talk. The students engaged in a yearlong
series of lessons about self-talk and learned how to identify specific negative and
positive words and affirmations. At the end of the school year the students participated in
a one to-one qualitative interview with the teacher/researcher to highlight new metacognitive
strategies attained and implemented. Through a coding procedure, the data
analysis confirmed that the students needed to learn and understand a three-level process
in order to acquire positive self-talk. First, they needed to develop an awareness of the
nature of self-talk, both positive and negative. Second, they needed to acquire new
strategies to change negative self-talk into positive self-talk and third, they needed to
implement positive self-talk into their daily interactions. This study revealed that the new strategies learned impacted the students’ abilities to successfully rethink negative
statements to positive statements and to consider the value of doing so in their lives. This
life-impacting skill has the potential to change perspectives, attitudes, and reactions in
regard to one self, to others and to the circumstances in which we find ourselves. In this
way, the study demonstrated that even very young students are in control of themselves
by consciously feeding their minds with positive empowering self-talk.
Description
x, 106 leaves ; 29 cm
Keywords
Self-talk , Child psychology , Child mental health , Education, Primary