Internal mediation model of teacher statements, self-talk and self-concepts

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Evidence · no claims cited

Description

The article articulates an internal mediation model in which the influence of teachers' statements on children's academic self-concepts follows a pathway: the student receives specific performance feedback from the teacher, internalizes it as self-talk, and then generalizes the self-talk to form or modify the relevant academic self-concept. The article attributes the model to Craven, Marsh, and Debus (1991), noting its A-B-C steps correspond to the B-C-D steps of Blote's (1995) teacher-expectancy model. The study's SEM results, in which "positive self-talk mediated between perceived teacher praise and reading self-concept", are consistent with this mediation pathway.

Design Implications

Context

Requirements

• The model presumes students perceive and internalize specific teacher performance feedback as self-talk before it influences self-concepts.

Constraints

Target Learners

• elementary school students in grades 3-7

Target Learning Objectives

• academic self-concept formation in reading, mathematics, and learning

Claims

• Teacher Praise Self Talk Mediation [+M]

Related Theories

Examples

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Key Sources

• Burnett, P. C. (1999). The Impact of Teachers' Praise on Students' Self-Talk and Self-Concepts. Paper presented at AERA, Montreal. https://eric.ed.gov/?id=ED431768

Page metadata

Field	Value
type	theory
title	Internal mediation model of teacher statements, self-talk and self-concepts
description	The article articulates an internal mediation model in which the influence of teachers' statements on children's academic self-concepts follows a pathway: the student receives specific performance feedback from the te...
status	review
canonical	True
generated	by claude/unspecified on 2026-09-25
trust	unverified — no one has confirmed this page's content
sources	1 — burnett-1999

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