39th Annual Student Research Conference
Effects of Positive Self Talk in Elementary Classrooms
Ashton M. Stuber♦
Dr. Jocelyn Stevens, Faculty Mentor
This study investigates the impact of classroom management strategies on student confidence and academic achievement. Specifically, it examines whether the practice of positive self-talk among elementary students (N=11, ages 10–11) improves mathematical self-concept and subsequent test performance. Using a pre-test/post-test design, data were collected on math scores before and after students participated in a daily positive self-talk intervention. Findings revealed a consistent increase in both individual and class-wide average test scores following the intervention. These results suggest that incorporating psychological tools, such as self-talk chants, into daily instruction can effectively enhance students' academic self-efficacy and mastery of mathematical content. By fostering a more positive self-concept, educators may provide a low-cost, high-impact method for improving summative assessment outcomes in specific subject areas.
Keywords: education, self-concept, self talk, elementary, classroom management , educational success
Topic(s):Education
Psychology
Presentation Type: Oral Presentation
Session: TBA
Location: TBA
Time: TBA