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Related Experiment Videos

Coping self-talk and cognitive interference in anxious children.

P J Prins1, G J Hanewald

  • 1Department of Clinical Psychology, University of Amsterdam, The Netherlands. kp_prins@macmail.psy.uva.nl

Journal of Consulting and Clinical Psychology
|June 16, 1999
PubMed
Summary

Coping self-talk in high-anxious children did not significantly improve task performance, despite a positive correlation with negative thoughts. Further research is needed to understand its functional value.

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Area of Science:

  • Cognitive Psychology
  • Child Psychology
  • Educational Psychology

Background:

  • Coping self-talk is a strategy used to manage stress and improve performance.
  • Its effectiveness, particularly in high-anxious children, remains unclear.
  • Potential confounding factors like negative cognition need to be controlled.

Purpose of the Study:

  • To investigate whether coping self-talk helps or hinders task performance in children.
  • To examine this relationship while controlling for negative cognition.
  • To discuss the functional value of coping self-talk.

Main Methods:

  • Assessed the relationship between coping self-talk and task performance.
  • Controlled for the influence of negative cognition on performance.

Related Experiment Videos

  • Studied a sample of high-anxious children.

    • Main Results:

    • Coping self-talk in high-anxious children was positively correlated with negative thoughts.
    • Coping self-talk did not significantly contribute to task performance.
    • The relationship between negative cognition and task performance was controlled.

    Conclusions:

    • Coping self-talk may not directly enhance task performance in high-anxious children.
    • The functional value of coping self-talk requires further investigation.
    • Understanding the interplay between coping self-talk, negative thoughts, and performance is crucial.