Interpretation of Self-Talk and Post-Lecture Affective States of Higher Education Students: A Self-Determination Theory Perspective

Autor/inn/en	Oliver, Emily J.; Markland, David; Hardy, James
Titel	Interpretation of Self-Talk and Post-Lecture Affective States of Higher Education Students: A Self-Determination Theory Perspective
Quelle	In: British Journal of Educational Psychology, 80 (2010) 2, S.307-323 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709909X477215
Schlagwörter	Undergraduate Students; Higher Education; Research Methodology; Lecture Method; Anxiety; Self Determination; Theories; Multiple Regression Analysis; Personal Autonomy; Competence + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Research method; Forschungsmethode; Angst; Selbstbestimmung; Theory; Theorie; Individuelle Autonomie; Kompetenz
Abstract	Background: Self-determination theory posits that informational versus controlling interpretations of intra-personal events have positive and negative implications, respectively, for well-being. Self-talk represents an intra-personal event that could be interpreted as informational or controlling and may attenuate or exacerbate the negative effects of a stressful experience. Aims: The present study investigated relationships between students' informational and controlling interpretations of self-talk, and their post-lecture affective state. An interactive hypothesis, whereby self-talk would be more strongly associated with well-being when students reported experiencing the lecture as stressful, was also tested. Sample: Participants were 146 male and female undergraduate students (M age = 19.25, SD = 2.57) enrolled on research methods/statistics modules. Methods: Immediately post-lecture, participants completed a measure of informational and controlling self-talk, short forms of the State-Trait Anxiety Inventory and the Positive and Negative Affect Scale, and self-report measures of their experience and understanding of the lecture. Results: Findings from moderated hierarchical regression analyses indicated that informational self-talk was positively associated with positive affect regardless of students' experience or understanding of a lecture. Significant interactions were found between controlling self-talk and experience and understanding, in that a negative experience or poor understanding predicted higher state anxiety and negative affect when students used high, but not low, levels of controlling self-talk. Conclusions: The functional significance of students' self-talk may have implications for affect in higher education, suggesting that providers should promote the use of self-talk that emphasizes students' autonomy and competence. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; Fax: +44-116-227-1314; e-mail: enquiry@bps.org.uk; Web site: http://www.bpsjournals.co.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10