The Correlation between Self-Talk and Mathematics Achievement among Grade School Learners Amidst the Online Learning
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2022, Vol 1, Issue 1
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.
Authors and Affiliations
Ammiel Faith P. Comia, Pablo B. Domingo, Cynthia E. Tagapan, Emely D. Nebre, Leilani M. Mendoza
Keywords
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- EP ID EP727940
- DOI https://doi.org/10.5281/zenodo.6523038
- Views 75
- Downloads 0
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