Interpretation of self‐talk and post‐lecture affective states of higher education students: A self‐determination theory perspective

Oliver, Emily J.; Markland, David; Hardy, James

doi:10.1348/000709909x477215

Cited by 29 publications

(37 citation statements)

References 43 publications

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“…Self-talk is often referred to as internal/private speech in which individuals engage in self-dialogue with themselves to actively seek ways to understand their environment. (Calvete et al, 2005;Oliver, Markland, & Hardy, 2010;Oliver, Markland, Hardy, & Petherick, 2008). Depending on the context of the self-talk, this can affect mood and motivation (e.g., positive self-talk can promote positive affect) (Oliver et al, 2010(Oliver et al, , 2008.…”

Section: Exercise Experience and Mood/affectmentioning

confidence: 99%

“…(Calvete et al, 2005;Oliver, Markland, & Hardy, 2010;Oliver, Markland, Hardy, & Petherick, 2008). Depending on the context of the self-talk, this can affect mood and motivation (e.g., positive self-talk can promote positive affect) (Oliver et al, 2010(Oliver et al, , 2008. Anxiety often breeds from self-talk (Calvete et al, 2005), but it also promotes positivity even in stressful situations if positive in nature (Oliver et al, 2010).…”

Section: Exercise Experience and Mood/affectmentioning

confidence: 99%

“…Depending on the context of the self-talk, this can affect mood and motivation (e.g., positive self-talk can promote positive affect) (Oliver et al, 2010(Oliver et al, , 2008. Anxiety often breeds from self-talk (Calvete et al, 2005), but it also promotes positivity even in stressful situations if positive in nature (Oliver et al, 2010). Research suggests that positive self-talk moderately correlates with reduced anxiety and depression among undergraduate students (Calvete et al, 2005).…”

Section: Exercise Experience and Mood/affectmentioning

confidence: 99%

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The Effects of a Physical Activity Program on Mood States in College Students

Powell

Reifsteck

Brown

et al. 2019

Medicine &Amp; Science in Sports &Amp; Exercise

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College students are at risk for adverse mental and physical health. Physical activity (PA) can reduce risks and promote positive mental health; however, less than half (49.9%) of college students meet the American College of Sports Medicine (2017) recommendations for PA. The purpose of this study was to implement and evaluate an evidence-based PA program (#ubwell) designed in collaboration with university counseling services to enhance mood states and promote continued PA in college students. The program was held for 5 weeks. Students (n = 21) completed pre and post measures of perceived health, PA participation, intrinsic motivation, and mood states, and a post program evaluation. Additionally, participants recorded Feeling Scale and Felt Arousal Scale ratings before, during (mid-way) and after each weekly PA session.Results showed intrinsic motivation significantly increased from pre to post (p = .02).Participants experienced increases in positive feelings and energy levels across all PA sessions. However, pre and post measures of perceived health, PA participation, and mood states did not differ. Confounding factors such as participant illness, campus mourning (i.e., deaths of two students the week before), and mid-term/final exams may have influenced results. Possibly, PA provided a coping strategy during those stressful times that maintained mood and PA participation levels. Additional research with larger samples and longer programs may provide greater insight into the benefits of PA programs for mental health and wellness. ACKNOWLEDGMENTS This project is the result of the unwavering support from my family, friends, colleagues, and mentors. I would like to dedicate this work in memory of my father, Robert Wingfield, and my uncle, Bobby Meadows. Their U.S. Army (father) and public education (uncle) service were beacons of dedication, pride, and motivation that inspires me to this day. I also dedicate this to my mother, Margie Wingfield, whose strength, determination, perseverance and love inspire and motivate me. To my sister, Terri Tominich, I am proud of you, I love you, and I appreciate all the support you give me. To my loving, supportive husband, Eric Powell, your patience and gentle nudges were instrumental in keeping me on this path. I love you with all my heart and thank you for

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Section: Exercise Experience and Mood/affectmentioning

confidence: 99%

Section: Exercise Experience and Mood/affectmentioning

confidence: 99%

Section: Exercise Experience and Mood/affectmentioning

confidence: 99%

See 1 more Smart Citation

The Effects of a Physical Activity Program on Mood States in College Students

Powell

Reifsteck

Brown

et al. 2019

Medicine &Amp; Science in Sports &Amp; Exercise

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“…Previous references are found that the positive and negative emotions are extensively used to explore their impacts on performance in various domains, such as Educational psychology, social behavior, sport science, medicine, etc. [34,35,36,37,38]. Importantly, positive and negative emotions are the main categories to describe emotions.…”

Section: Emotion and Trustmentioning

confidence: 99%

Effects of Emotion and Trust on Online Social Network Adoption toward Individual Benefits: Moderating Impacts of Gender and Involvement

Tsai

Chao

2014

Communications in Computer and Information Science

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Abstract. For the past decade, the advanced development of Online Social Network (OSN) has demonstrated a considerable contribution to the industries and society. The current research proposes and examines the research models that incorporate types of emotion and trust as the antecedents of OSN adoption to describe individual benefits (IB) for positive emotion (PE) and negative emotion (NE) groups. A salient consideration is to examine the moderating effects of gender and involvement on the relationships between independent and dependent variables for both groups. Based on the analysis of 522 valid samples, research results show that (1) for PE group, attentive and active show significant effects on OSN adoption, respectively. (2) for NE group, only ashamed presents a significant influence on OSN adoption. (3) moderators of PE group report that alert, attentive, and active are significant, indicating that female reveals significant effects while male reveals insignificant effects for both alert and attentive, and low involvement reveals significant effects for inspired and active while high involvement reveals significant effects for attentive and active. (4) moderators of NE group report that upset, ashamed, and afraid are significant, indicating that female reveals a significant effect for upset while male reveals a significant effect for ashamed, and high involvement shows significant effects for both ashamed and afraid. Discussion and implications are also addressed.

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“…With respect to emotional outcomes, the current research does not provide a conclusive answer whether self‐talk serves as an antecedent, or instead as a consequence of athletes' affective experiences. Correlational studies indicate that when framing self‐talk as a precursor to affect, spontaneous negative self‐talk during activities has been found to relate to more nervousness and worry afterwards, while spontaneous positive self‐talk was unrelated to these outcomes. When experimentally induced and trained, positive self‐talk was found to increase tennis players' confidence and to diminish their anxiety .…”

Section: Introductionmentioning

confidence: 99%

Strengthening the assessment of self‐talk in sports through a multi‐method approach

Muynck

Soenens

Delrue

et al. 2020

Scandinavian Med Sci Sports

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Although self‐talk during competitive sports is common and predictive of athletes' motivation, experiences, and performance, it is difficult to accurately assess self‐talk. An important, yet underexplored, next step in the assessment of self‐talk is to rely on a multi‐method approach. The present study sought to examine whether tennis players' self‐talk assessed either via self‐reports or via a live‐recorded procedure would relate to each other. Competitive tennis players (N = 120; Mage = 25.22; SDage = 9.82) were asked to perform multiple tennis exercises while verbalizing their thoughts, which were audio‐recorded and subsequently coded. Prior to exercise engagement, they indicated their fear of failure, while, after exercise engagement, they reported on their experienced pressure and self‐talk using questionnaires. There was substantial correspondence between the coded and self‐reported measure, allowing the estimation of a latent factor representing a multi‐method assessment of self‐talk. Moreover, in a theory‐consistent way, both latent factors representing negative and positive self‐talk were related to a hypothesized antecedent (ie, fear of failure), with negative self‐talk also relating to a hypothesized consequence (ie, perceived pressure). Overall, the present study shows that athletes' self‐talk can be measured reliably through different methods. Guidelines for the assessment of self‐talk in future research are provided.

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Interpretation of self‐talk and post‐lecture affective states of higher education students: A self‐determination theory perspective

Abstract: 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 emphasizses students' autonomy and competence.

Cited by 29 publications

References 43 publications

The Effects of a Physical Activity Program on Mood States in College Students

The Effects of a Physical Activity Program on Mood States in College Students

Effects of Emotion and Trust on Online Social Network Adoption toward Individual Benefits: Moderating Impacts of Gender and Involvement

Strengthening the assessment of self‐talk in sports through a multi‐method approach

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