Show simple item record Oliver, Emily J. Markland, David Hardy, James Petherick, Caroline M. 2010-01-13T10:42:44Z 2010-01-13T10:42:44Z 2008-09-01
dc.identifier.citation Oliver , E J , Markland , D , Hardy , J & Petherick , C M 2008 , ' The effects of autonomy-supportive versus controlling environments on self-talk ' Motivation and Emotion , vol 32 , no. 3 , pp. 200-212 . DOI: 10.1007/s11031-008-9097-x en
dc.identifier.issn 0146-7239
dc.identifier.other PURE: 143145
dc.identifier.other PURE UUID: beb325bb-d6b5-46a8-955b-7adc100ffd73
dc.identifier.other dspace: 2160/3978
dc.identifier.other DSpace_20121128.csv: row: 3357
dc.identifier.other crossref: 10.1007/s11031-008-9097-x
dc.identifier.other RAD: 482
dc.identifier.other RAD_Outputs_All_ID_Import_20121105.csv: row: 225
dc.identifier.other Scopus: 53549088314
dc.description As well as contributing to the limited body of literature examining antecedents of self-talk, this study built on existing self-determination theory-based research by highlighting the influence of the social environment and interpersonal communication on cognitive processes. en
dc.description.abstract Based within a self-determination theory framework (SDT: Deci and Ryan, Intrinsic motivation and self-determination in human behaviour. Plenum Publishing Co., New York, 1985), the present study examined the effects of manipulating social-contextual conditions on the content of individuals’ self-talk. Seventy student volunteers were randomly assigned to a controlling or autonomy-supportive experimental condition. Participants were instructed to ‘think-aloud’ throughout a 10-min computerized task during which self-verbalizations were recorded. Audio recordings were transcribed verbatim, and then analysed using the Linguistic Inquiry and Word Count Program (LIWC; Pennebaker et al., LIWC2001; Linguistic Inquiry and Word Count (software and manual). Lawrence Erlbaum, Mahwah, NJ, 2001). Inductive content analyses were also conducted. Triangulation of the quantitative and qualitative findings revealed that in the autonomy-supportive condition, individuals’ self-talk was more informational and less controlling, with participants using more positive emotional words and assents, and fewer negative emotional words, swear words, and first person references than in the controlling condition. The findings suggest that social-context can affect cognitive factors such as self-talk and further support the promotion of autonomy-supportive environments. en
dc.format.extent 13 en
dc.language.iso eng
dc.relation.ispartof Motivation and Emotion en
dc.rights en
dc.subject Self-determination theory en
dc.subject Cognitions en
dc.subject Private speech en
dc.subject Social context en
dc.title The effects of autonomy-supportive versus controlling environments on self-talk en
dc.type /dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article en
dc.contributor.institution Department of Sport & Exercise Science en
dc.description.status Peer reviewed en

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