Investigating eight- to nine-year-olds' self-regulatory self-talk in the context of their classroom tasks

Self-talk has been recognised as an important tool used by children to regulate their thinking and behaviour. Existing studies typically characterise children's self-talk according to broad categories that do not allow for investigation of self-regulatory aspects of children's internalised...

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Bibliographic Details
Published in:Early child development and care 2014-01, Vol.184 (11), p.1661-1676
Main Authors: Lee, Scott, McDonough, Andrea, Bird, Jo
Format: Article
Language:English
Subjects:
Australia
Child development
Children
Classroom Communication
Classroom Environment
Classrooms
Cognitive Processes
cognitive self-regulation
Contextual analysis
covert self-talk
Elementary School Students
Foreign Countries
Interviews
Investigations
Learning Processes
Learning Strategies
Likert Scales
Pilot Projects
Pilot surveys
Questionnaires
Self Management
self-regulatory self-talk
Social behaviour
Speech Communication
Transformative Learning
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Summary:Self-talk has been recognised as an important tool used by children to regulate their thinking and behaviour. Existing studies typically characterise children's self-talk according to broad categories that do not allow for investigation of self-regulatory aspects of children's internalised self-talk. The findings reported in this paper are based on a pilot study aimed at eliciting information on self-talk that eight- to nine-year-olds employ in the context of their classroom tasks and at a stage when the children's self-talk is largely internalised. The findings offer useful insights into the types of self-regulatory self-talk employed by children in the classroom and suggest that these aspects should be considered in the characterisation and study of children's self-talk.
ISSN:0300-4430
1476-8275
DOI:10.1080/03004430.2013.875539