Positive Self-talk
Overview
Positive self-talk can support self-efficacy, optimism, Self-regulation, and a Learner Mindset. How adults identify as learners and their persistence when faced with a challenge can be impacted by their internal dialogue. Practicing positive self-talk is important across the lifespan due to the clear relationship between self-talk and performance, mental and physical health, and stress-related variables.
Self-talk can be thought in one's mind or spoken out loud for any of the following purposes: interpreting one's feelings and perceptions, regulating and changing evaluations, or giving oneself instructions or reinforcement. Four types of self-talk include positive, negative, motivational, and instructional. Positive self-talk can support stress reduction, increased Attention, and increased Cognitive Flexibility while mitigating negative effects of Adverse Experiences.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Metacognitive Supports Strategies
When annotating, learners engage deeply with a text and make their thinking visible while reading, which supports Foundational Reading Skills.
Setting overall goals with actionable steps for achievement can help learners feel more confident in their abilities and help minimize procrastination-related behaviors.
Journaling allows learners to reflect on their thinking and feelings, process their learning, and connect new information to what they know and their practical experiences.
Pairing non-examples with examples helps learners compare and contrast to deepen understanding at both the concept and skill levels.
Perspective seeking is different from perspective taking as it involves communication with the purpose of gaining insight into the nuances of alternate views.
Reflection can take place throughout learning, supporting critical thinking and Problem Solving skills when learners actively question assumptions, and after learning experiences to support Metacognition.
When adults monitor their comprehension, performance, and use of strategies when learning they become more invested in their work, build their Metacognition, and actively participate in the process.
