TY - JOUR

T1 - Self-Talk: An Interdisciplinary Review and Transdisciplinary Model

AU - Latinjak, Alexander T.

AU - Morin, Alain

AU - Brinthaupt, Thomas M.

AU - Hardy, James

AU - Hatzigeorgiadis, Antonis

AU - Kendall, Philip C.

AU - Neck, Christopher

AU - Oliver, Emily

AU - Puchalska-Wasyl, Małgorzata M.

AU - Tovares, Alla V.

AU - Winsler, Adam

PY - 2023/6/6

Y1 - 2023/6/6

N2 - The present work synthesises the self-talk literature and constructs a transdisciplinary self-talk model to guide future research across all academic disciplines that engage with self-talk. A comprehensive research review was conducted, including 559 self-talk articles published between 1978 and 2020. These articles were divided into 6 research categories: (a) inner dialogue, (b) mixed spontaneous and goal-directed organic self-talk, (c) goal-directed self-talk, (d) spontaneous self-talk, (e) educational self-talk interventions, and (f) strategic self-talk interventions. Following this, critical details were extracted from a subsample of 100 articles to create an interdisciplinary synthesis of the self-talk literature. Based on the synthesis, a self-talk model was created that places spontaneous and goal-directed organic self-talk as well as educational and strategic self-talk interventions in relation to variables within their nomological network, including external factors (e.g. task difficulty), descriptive states and traits (e.g. emotions), behaviour and performance, metacognition, and psychological skills (e.g. concentration).

AB - The present work synthesises the self-talk literature and constructs a transdisciplinary self-talk model to guide future research across all academic disciplines that engage with self-talk. A comprehensive research review was conducted, including 559 self-talk articles published between 1978 and 2020. These articles were divided into 6 research categories: (a) inner dialogue, (b) mixed spontaneous and goal-directed organic self-talk, (c) goal-directed self-talk, (d) spontaneous self-talk, (e) educational self-talk interventions, and (f) strategic self-talk interventions. Following this, critical details were extracted from a subsample of 100 articles to create an interdisciplinary synthesis of the self-talk literature. Based on the synthesis, a self-talk model was created that places spontaneous and goal-directed organic self-talk as well as educational and strategic self-talk interventions in relation to variables within their nomological network, including external factors (e.g. task difficulty), descriptive states and traits (e.g. emotions), behaviour and performance, metacognition, and psychological skills (e.g. concentration).

U2 - https://doi.org/10.1177/10892680231170263

DO - https://doi.org/10.1177/10892680231170263

M3 - Article

JO - Review of General Psychology

JF - Review of General Psychology

SN - 1939-1552

ER -