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Effort Self-Talk Benefits the Mathematics Performance of Children With Negative Competence Beliefs.


ABSTRACT: Children with negative competence beliefs often achieve below their potential in school. This randomized field experiment tested whether engaging in positive self-talk may benefit these children's mathematics performance. Participants (N = 212, Grades 4-6, Mage  = 10.6) worked on the first half of a standardized mathematics test, engaged in effort self-talk ("I will do my very best!"), ability self-talk ("I am very good at this!"), or no self-talk, and worked on the second half of the test. Compared to both the conditions, effort self-talk benefited the performance of children holding negative competence beliefs: It severed the association between negative competence beliefs and poor performance. By internally asserting that they will deliver effort, children with negative competence beliefs can optimize their achievement in school.

SUBMITTER: Thomaes S 

PROVIDER: S-EPMC7754294 | biostudies-literature | 2020 Nov

REPOSITORIES: biostudies-literature

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Effort Self-Talk Benefits the Mathematics Performance of Children With Negative Competence Beliefs.

Thomaes Sander S   Tjaarda Iris Charlotte IC   Brummelman Eddie E   Sedikides Constantine C  

Child development 20191217 6


Children with negative competence beliefs often achieve below their potential in school. This randomized field experiment tested whether engaging in positive self-talk may benefit these children's mathematics performance. Participants (N = 212, Grades 4-6, M<sub>age</sub>  = 10.6) worked on the first half of a standardized mathematics test, engaged in effort self-talk ("I will do my very best!"), ability self-talk ("I am very good at this!"), or no self-talk, and worked on the second half of the  ...[more]

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