Self-talk and emotional intelligence in university students.

Abstract

The purpose of this study was to examine self-talk, year of university study, and gender as predictors of emotional intelligence in a diverse sample of 126 undergraduate participants (42 male, 84 female). Self-talk has been discussed in the literature as a means of enhancing selfawareness and self-regulation, both of which are considered important in the construct of emotional intelligence. Participants completed self-report questionnaires on selftalk and emotional intelligence. The results indicated that year of study and self-talk were significant predictors of emotional intelligence and were associated with emotional intelligence in a positive direction. Contrary to expectation, gender was not a significant predictor. The implications of the findings are discussed in terms of potential future research directions for the study of self-talk and emotional intelligence. ResumeCette 6tude avait pour but d'examiner le monologue interieur, l'ann^e d'etude et le sexe en tant que variables explicatives du quotient Emotionnel, aupr^s d'un Echantillon de 126 etudiants universitaires de premier cycle (42 hommes, 84 femmes). La litterature scientifique consid&re que le monologue interieur a pour fonction d'amEliorer la conscience de soi et la maitrise de soi, qui sont tous deux consideres comme des facteurs importants dans le construit du quotient emotionnel, Les participants ont rempli des questionnaires auto-rapportEs sur le monologue interieur et le quotient emotionnel, Les rEsultats indiquent que I'annee d'etude et le monologue intErieur constituent des variables prEdictives significatives du quotient emotionnel et qu'elles sont associEes positivement au quotient emotionnel, Contrairement aux attentes, le sexe des participants ne s'est pas revele comme prEdicteur significatif, Ces rEsultats sont discutes en termes de potentialites pour la recherche future sur l'Etude du monologue interieur et du quotient emotionnel.

Executive Function Coaching for College Students with Learning Disabilities and ADHD: A New Approach for Fostering Self–Determination

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Determinants of Integration and Confrontation in Internal Dialogues

“…Mead and Vygotsky prepared the ground for various concepts, such as: self-talk, private speech, inner speech, internal monologue, verbal rehearsal, egocentric speech, and internal dialogue (cf. Depape, Hakim-Larson, Voelker, Page, & Jackson, 2006).…”

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

“…One such psychological strategy that may be related to coping and mood states is self‐talk. Historically, a number of terms have been used to refer to self‐talk including inner speech, internal dialogue, private speech, verbal rehearsal, and egocentric speech (DePape, Hakim‐Larson, Voelker, Page, & Jackson, 2006). In the present study, self‐talk was broadly conceptualized along similar lines to this existing research as a multidimensional phenomenon concerned with verbalizations addressed to oneself, expressed either overtly or covertly (cf.…”