Autodiálogos y rendimiento académico en estudiantes universitarios

Abstract

The self-talk of a group of undergraduate students, both in gen-eral day-to-day and academic situations, was compiled and the effect on students’ academic performances was analysed. The results show that: (1) there is a correlation between the valence of general self-talk and academic self-talk; (2) participants exhibit more positive than negative self-talk, alt-hough they report more negative self-talk when faced with a more difficult compared to an easier academic subject, while positive academic self-talk was higher in the easy than in the more difficult academic subjects; (3) the negative valence of self-talk (general and academic), is correlated with the negative results predicted by the students six weeks before doing the exam-ination and (4) for the difficult academic subject, but nor for easier subject, students who suspend report using less positive academic self-talk and more negative academic self-talk than those who passes. These results to encourage for wondering about the utility of training in the use of appro-priate self-talk for coping academic situations perceived as difficult and im-prove students performance in such situations.