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Lodge, Jackie; Tripp, Gail; Harte, Diana

doi:10.1023/a:1005575618941

Cited by 25 publications

(15 citation statements)

References 21 publications

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“…The main reason would be that positive self-talk has been associated with positive outcomes in PE such as increased confidence, promotion of selfregulated learning [46,47] and positive selfesteem [48]. On the contrary, negative self-talk related to increased levels of stress [49]. Such objectives can be achieved from PE teachers by offering their students the opportunity to have choices during PE lesson, taking their perspectives, providing positive feedback, focusing on learning and personal improvement, and using more student-centered teaching styles, such as reciprocal or self-check style [25,50,51, 52,53].…”

Section: Discussionmentioning

confidence: 99%

Exploring the Relationships of Autonomy- supportive Climate, Psychological Need Satisfaction and Thwarting with Students’ Self-talk in Physical Education

Brisimis

Κrommidas

Galanis

et al. 2020

JESBS

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Aims: Based on the framework of the Self-determination Theory and focusing on the theory of Basic Psychological Needs, we explored the relationships between Physical Education (PE) teachers’ autonomy-supportive behaviors and students’ need satisfaction, need thwarting, and self-talk during the PE lesson. Methodology: Participants were 544 primary and secondary education Greek students (aged from 12 to 15 years), from nine elementary schools (n = 259) and eight secondary schools (n = 285) in central Greece, who completed a multi-section questionnaire. Results: Results revealed that PE teachers’ autonomy-supportive climate and need satisfaction was positively associated with positive self-talk and negatively associated with negative self-talk, whereas need thwarting was positively related to negative self-talk and negatively related to positive self-talk. Regression analyses revealed that autonomy-supportive climate and competence need thwarting were significant predictors (positive and negative, respectively) of students’ positive self-talk. Furthermore, autonomy and relatedness need satisfaction were negative predictors, whereas competence and relatedness need thwarting were positive predictors of students’ negative self-talk. Conclusion: Overall, the findings suggest that when PE teachers create a class environment that supports students’ autonomy and the satisfaction of their BPN, while at the same prevents need thwarting, they can positively influence students’ self-talk.

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Section: Discussionmentioning

confidence: 99%

Exploring the Relationships of Autonomy- supportive Climate, Psychological Need Satisfaction and Thwarting with Students’ Self-talk in Physical Education

Brisimis

Κrommidas

Galanis

et al. 2020

JESBS

View full text Add to dashboard Cite

show abstract

“…One of the benefits of this approach is that the time period between one's actual experiences and reporting of those experiences is minimal, thus reducing memory and reporting bias (Lodge, Tripp, & Harte, 2000). To facilitate the collection of verbal data, each participant created a short (less than 5 minutes) screen-capture video of their first exposure to a new set of Turnitin feedback on a recently submitted university essay.…”

Section: Methodsmentioning

confidence: 99%

Exploring intentional use of a technological proxy, Turnitin, to enhance student academic literacy practices

Orlando

Hanham

Ullman

2018

AJET

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Current pedagogical practices have seen the rapid spread of technological tools that carry out tasks on behalf of the learner; we use the term technological proxy to refer to these tools. A popular technological proxy used by students worldwide is a text-matching software called Turnitin. Turnitin alerts users to sections of an assignment that appear to match materials that exist in some other published or previously submitted form. This paper reports on a small case study that examined how university students use Turnitin and the implications its use has on their academic literacy practices. Drawing on theories of intentional learning, achievement goal orientation theory, and self-efficacy theory, we applied think-aloud protocols and focus groups to elicit data on students' interpretation and use of Turnitin feedback. Results show that the majority of students used the proxy with a performance goal orientation that focused on achieving a low similarity index. This dominating goal orientation is attributed to students' low self-efficacy for using the program, and the university's positioning of the program as a plagiarism tool. Hands-on experience with Turnitin contributed to a shift in using the program with intentionality.

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“…Being able to observe, operate the cameras, give occasional prompts as gentle reminders to keep thinking aloud, but not have an overwhelming presence. Lodge et al (2000) identify the subtle differences between the researcher being positioned within hearing distance, but out of the participants' line of vision.…”

Section: The Task Conditionsmentioning

confidence: 99%

“…Schneider and Reichl (2006) tested think-aloud on 101 subjects. Lodge et al (2000) reported on self-talk via think-aloud in 88 8-9 year old children. Edwards et al's (2005) sample size was 15 subjects.…”

Section: Sample Size and Participantsmentioning

confidence: 99%

Using concurrent think-aloud and protocol analysis to explore student nurses' social learning information communication technology knowledge and skill development

Todhunter¹

2015

Nurse Education Today

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Untitled

Cited by 25 publications

References 21 publications

Exploring the Relationships of Autonomy- supportive Climate, Psychological Need Satisfaction and Thwarting with Students’ Self-talk in Physical Education

Exploring the Relationships of Autonomy- supportive Climate, Psychological Need Satisfaction and Thwarting with Students’ Self-talk in Physical Education

Exploring intentional use of a technological proxy, Turnitin, to enhance student academic literacy practices

Using concurrent think-aloud and protocol analysis to explore student nurses' social learning information communication technology knowledge and skill development

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