THE CORRELATION BETWEEN SELF-TALK AND LEARNING ACHIEVEMENT MOTIVATION OF BACHELOR’S DEGREE STUDENTS AT PIBULSONGKRAM RAJABHAT UNIVERSITY

Abstract

This study aimed to investigate the relationship between self-talk and emotional states of students, as well as the correlation between self-talk, emotional states, and learning achievement motivation among students at Pibulsongkram Rajabhat University. The sample for this correlational research consisted of 148 Bachelor's Degree students enrolled in Human Relations for Teachers and Human Behavior and Self-Development courses, selected using purposive sampling. The criteria for determining the sample size were estimated from the population of hundreds, 15% of the total population was selected as the sample. The study employed three research instruments: a questionnaire on self-talk, a questionnaire on emotional assessment, and a questionnaire on learning achievement motivation. Data analysis statistics were mean and Pearson's product moment correlation.

The results revealed mean scores for students' self-talk and emotional states a tendency of students’ engagement in more encouraging self-talk (M = 3.66) than pressured self-talk (M = 1.92). Additionally, the findings indicated that students tend to experience more positive emotional states (M = 3.79) than negative emotional states (M = 1.99).

The correlation analysis showed that a statistically significant negative correlation exists (at the moderate level) between encouraging self-talk and pressured self-talk (p < 0.001). Furthermore, the correlation between self-talk and emotional states also has statistically significant (p < 0.001). Specifically, when self-talk was encouraged, it was positively correlated with positive emotional states (with a high correlation) and negatively correlated with negative emotional states (with a moderate correlation). On the other hand, when self-talk was pressured, it was positively correlated with negative emotional states (with a high correlation) and negatively correlated with positive emotional states (with a moderate correlation). When the correlation between self-talk and learning achievement motivation was analyzed, the results indicated a low positive correlation between encouraging self-talk and learning achievement motivation, and a low negative correlation between pressured self-talk and learning achievement motivation.

In conclusion, this study highlighted the importance of self-talk and emotional states in students' learning achievement motivation. The results indicated that encouraging self-talk was positively correlated with positive emotional states and learning achievement motivation, while pressured self-talk was negatively correlated with these outcomes. Therefore, educators and counselors should provide guidance to students to cultivate positive self-talk and emotional states, which may enhance their motivation and academic success.