Location
Philadelphia, PA
Start Date
17-4-2026 1:30 PM
End Date
17-4-2026 2:30 PM
Description
INTRODUCTION: This study evaluated a social-emotional learning intervention that taught positive self-talk to high school students from underrepresented minority groups in science, technology, engineering, and math (STEM). The setting of this study was a place-based program that immersed students in hands-on STEM activities while located in Philadelphia’s life science hub. Before taking a science assessment, students set effort-based goals and learned to say self-talk statements such as “I will give my best effort” and “Even when it's hard, I will give 100%.”
METHODS: This mixed-methods program evaluation compared pre- and post-intervention data using a paired-samples t-test, linear regression, and correlation analyses. Data on participants' motivation in STEM was calculated using the expectancy-value-cost (EVC) scale. Student science performance was measured using a probe of questions from the Pennsylvania System of School Assessment (PSSA) online test bank. Student self-talk was measured using the Self-Talk Scale (STS). Four semi-structured interviews were conducted to collect qualitative data on students' use of positive self-talk in both academic and out-of-school time (OST) settings. A thematic analysis and convergence of mixed-methods data were used to capture the program's impact.
RESULTS: Participants are 65 high school students, ages 14-18, from underrepresented minority groups in STEM. Participants who had a more positive view of science tended to achieve higher scores on the practice test and use more self-talk. A central finding is the critical role of positive self-talk. Students actively developed strategies to counter negative self-talk and to apply positive self-talk to help manage high-stress situations, such as testing.
DISCUSSION: This research adds to the literature examining the use of positive self-talk in academic settings. Prior studies revealed that positive self-talk effectively improves math test performance among children with negative competence beliefs. Teaching positive self-talk has also been shown to be an effective intervention for increasing students' reading ability in elementary school. Research in sports psychology shows that self-talk interventions increase performance by activating neural circuits in the brain's attention centers. The current study demonstrates that integrating social-emotional learning with self-talk in academic settings can increase student motivation. Study limitations and implications for program staff, K-12 educators, and future research directions are discussed.
Embargo Period
6-2-2026
Included in
Evaluating Motivation in STEM Education: A Positive Self-Talk Intervention
Philadelphia, PA
INTRODUCTION: This study evaluated a social-emotional learning intervention that taught positive self-talk to high school students from underrepresented minority groups in science, technology, engineering, and math (STEM). The setting of this study was a place-based program that immersed students in hands-on STEM activities while located in Philadelphia’s life science hub. Before taking a science assessment, students set effort-based goals and learned to say self-talk statements such as “I will give my best effort” and “Even when it's hard, I will give 100%.”
METHODS: This mixed-methods program evaluation compared pre- and post-intervention data using a paired-samples t-test, linear regression, and correlation analyses. Data on participants' motivation in STEM was calculated using the expectancy-value-cost (EVC) scale. Student science performance was measured using a probe of questions from the Pennsylvania System of School Assessment (PSSA) online test bank. Student self-talk was measured using the Self-Talk Scale (STS). Four semi-structured interviews were conducted to collect qualitative data on students' use of positive self-talk in both academic and out-of-school time (OST) settings. A thematic analysis and convergence of mixed-methods data were used to capture the program's impact.
RESULTS: Participants are 65 high school students, ages 14-18, from underrepresented minority groups in STEM. Participants who had a more positive view of science tended to achieve higher scores on the practice test and use more self-talk. A central finding is the critical role of positive self-talk. Students actively developed strategies to counter negative self-talk and to apply positive self-talk to help manage high-stress situations, such as testing.
DISCUSSION: This research adds to the literature examining the use of positive self-talk in academic settings. Prior studies revealed that positive self-talk effectively improves math test performance among children with negative competence beliefs. Teaching positive self-talk has also been shown to be an effective intervention for increasing students' reading ability in elementary school. Research in sports psychology shows that self-talk interventions increase performance by activating neural circuits in the brain's attention centers. The current study demonstrates that integrating social-emotional learning with self-talk in academic settings can increase student motivation. Study limitations and implications for program staff, K-12 educators, and future research directions are discussed.