The Correlation between Self-Talk and Mathematics Achievement among Grade School Learners Amidst the Online Learning

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ID: 275063
2022
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Abstract
Self-talk is the outcome of a developmental process. It has been studied almost exclusively in children but as they grow older, self-talk is being internalized to them. Addressing the need for self-talk to the students in the classroom and by their age when self-talk is largely internalized, this study investigated how self-talk would be related to mathematics achievement especially to the 4th-grade students. The findings reported in this paper are based on the data from self-talk inventory questionnaires completed by nine-to-ten-year-old, and mathematics achievement test results. Based on previous research, the results were unexpected. Gathered data of the students were analyzed, including that self-talk is still being used by the 4th-grade students, yet no relationship was found with their performance.
Reference Key
comia2022psychologythe Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Ammiel Faith P. Comia;Ammiel Faith P. Comia;Pablo B. Domingo;Pablo B. Domingo;Cynthia E. Tagapan;Cynthia E. Tagapan;Emely D. Nebre;Emely D. Nebre;Leilani M. Mendoza;Leilani M. Mendoza;
Journal PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL
Year 2022
DOI
https://doi.org/10.6084/m9.figshare.19306760.v1
URL
https://scimatic.org/show_manuscript/297
Keywords
mathematics vygotsky online learning achievement Self-talk

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