3
The Effects of Positive Self-Talk on the Psychological Well-Being of College Students
Trixy Mae B. Alcazaren, Alissa Mae E. Amarado, Katrina Anne P. Boctoto,
Claire Anne P. Duran, Matthew Sebastian M. Javierto, and Novie John B. Palarisan
Davao Doctors College, General Malvar Street, Davao City, Philippines.
Authors’ contributions
This work was carried out in collaboration among all authors. Authors TMBA and MSMJ designed the study,
Author TMBA performed the statistical analysis, All authors wrote the protocol and wrote the first draft of the
manuscript. Authors TMBA and MSMJ also managed the analyses of the study, Authors KAPB, CAPD, and
AMEA managed the literature searches. All authors read and approved the final manuscript
ABSTRACT
This experimental quantitative research method study investigated the effects of positive self-talk on the
psychological well-being of college students of Davao Doctors’ College, Inc. The researchers predicted that,
if true, a positive attitude would lead to an increase in positive affect and in improving college students'
psychological well-being. Using convenience sampling, thirty (30) college students chosen from various
courses and years answered the validated survey questionnaire which results were interpreted and analyzed.
The Resilience Test which is divided into six categories: Autonomy, Environmental Mastery, Personal Growth,
Positive Relations with Others, Purpose in Life, and Self-Acceptance, is the Six-Factor Model of Psychological
well-being by Carol Ryff (1989). Following the result of the survey, fifteen (15) respondents will be the
participants in the next stage which is the intervention process within the period of (8) days. Another Resilience
Test, known as the posttest, will be given by the researchers to the participants, in order to determine whether
there have been any improvements or whether positive self-talk is effective. Using the Wilcoxon Signed-Rank
Test to compute the results, the p-value (Asymp. Sig. (2-tailed) is 0.001, which is higher than the alpha level
(.001 > 0.05). It indicates that the intervention did result in a statistically significant change in the participants'
psychological well-being (z = -3.241, p = 0.001) which means that the overall reliability of it was excellent.
Based on the findings, it was recommended that positive self-talk has been effective and is a proven method
for improving the psychological well-being of college students. Eventually, positive self-talk helps college
students develop coping mechanisms for stressful situations that may arise in their daily lives.
Keywords: College students; positive self-talk; psychological well-being.
INTRODUCTION
(Legg, 2020) [1]. Positive self-talk can help a person
feel encouraged, motivated, and optimistic. It can be
A person's self-esteem is improved by Positive selfused as a coping strategy when a person faces
talk. It can give someone the boost they need to
challenges (Jelinek & Bubnis, 2022) [2]. A positive,
keep going, inspire them to see the "bright side," and
pre-speech self-talk experience was used to assess
help them put things in perspective. Self-talk can be
the influence on student performance anxiety in a
both negative and positive. It can be distressing, and
variety of disciplines. The findings suggest that
it can be encouraging. Much of your self-talk
having students recite aloud a self-affirming
depends on your personality. If you’re an optimist,
statement in unison immediately prior to the delivery
your self-talk may be more hopeful and positive
of a required speech or presentation provides a
greater reduction in performance anxiety than not
doing so (Taylor, 2019) [3].
Globally, Self-talk is the practical application of
internal monologue to one's self according to (Kim
et al., 2021) [4] Self-talk in a positive context can
help increase positive psychological states and
increase one's cognitions and perceptions of one's
self. It had favorable effects on one's attention,
emotional control, academic duties, and regulation
of depressive or anxiety mood disorders in a clinical
setting. The concept itself has two properties, the
sender and the receiver however, in the context of
self-talk both are one and the same and the duty falls
onto the individual to receive and send its own
message and positive dialogue. Self-talk motivates
ine dividuals to work hard to achieve their goals,
improve their moods, and enhance performance
(Siddaiah-Subramanya et al., 2017) [5].
Even in the Philippines, Positive self-talk
perceptions have turned into an essential subject in
education, given its impacts on students' behavior
and academic performance (Tus, 2020) [6]. Learned
beliefs, attitudes, and impressions of an individual
towards oneself best illustrate the idea of selfconcept.
In Mindanao, self-monitoring, and self-talk have
been found to be effective strategies for raising
students'
academic
performance.
These
interventions not only enhanced academic
The Objective of the study
The objective of this study is to test the effectiveness
of Positive self-talk on the Psychological well-being
of college students. In this study, the researchers
will determine whether Positive self-talk has an
effect or compelling implications on the
Psychological well-being of college students, given
that college students in this day and age have
struggles in their well-being due to mental health
reasons or academics.
This study will answer the following questions such
as
1. What is the demographic profile of the
participants?
Theoretical Framework
performance but also actions like task completion,
engagement, and on-task behaviors. Self-talk
techniques, used in addition to self-monitoring, have
similar effects in exercise psychology, with the
added advantages of increased self-assurance, task
accuracy,
persistence,
and
self-awareness
(Feeney, 2021) [7]. In Benefits Learning to talk more
positively to ourselves is a skill that can be learned
and implemented quite quickly, and the Benefits of
Positive-self talk are to improve self-esteem, stress
management, and well-being and reduce any
symptoms of depression, anxiety, and personality
disorders while you reduce your risk of self-harm
and suicide. The only reported study to date of 2018.
According to P. Udhayakumar and P. Ilanggo (2018)
[8], college students nowadays are more and more
likely to experience psychological difficulties,
especially first-year students who are more
vulnerable to them. The study that was given
previously has information and subsets of data that
can help this research study but some of the
information or the data are restricted and prohibited.
The properties of this research study are still not
completely understood due to some factors that
contribute to the lacking pieces of information or
data given by the respondents. This research study
still has inconsistencies in the findings, and there is
still a lot of lacking data supporting it. They need to
evaluate more and support all their data in order to
perceive useful research for the advancement of the
related study.
2. What is the level of Psychological well-being
of college students?
2.1 What is their level of Psychological wellbeing before the intervention?
2.2 What is their level of Psychological wellbeing after the intervention?
3. Is there a notable difference in their
Psychological well-being?
3.1 Is there a difference in their
Psychological
well-being
before
the
intervention?
3.2 Is there a difference in their
Psychological
well-being
after
the
intervention?
This study is supported by Carol Ryff’s Six Factor
Model of Psychological Well-being (1989) wherein
this theory postulates that the concept of well-being
is not lenient on good emotions or philosophical
abstract thought and that it is calculable and
quantifiable through the means of six factors:
Autonomy, Environmental Mastery, Personal
Growth, Positive Relations with Others, Purpose in
Life,
and
Self-Acceptance.
Autonomy
is
independence, Environmental Mastery is freedom in
one’s environment, Personal Growth is to change
and progress as a person, Positive Relations with
Others are good relationships with family, friends, or
partners, and Purpose in life is the existential
meaning of one’s life, and Self-Acceptance is to
being unashamed and grateful of one’s self. All
these factors play a pivotal role in determining the
level of one’s Psychological well-being. This study is
also supported by Carl Rogers' Humanistic Theory
of
Unconditional Positive Regard (1956).
Unconditional Positive Regard refers to the warmth,
acceptance, and validation a person gives
regardless of the person’s behavior or relationship
with the person. The concept of Unconditional
Positive Regard is simple, it simply refers to
openness and genuineness with one’s self without
any limitations. As the research study revolves
around testing the effect of “Positive self-talk” on the
Psychological well-being of college students, the
researchers will make use of Carol Ryff’s Six Factor
Model as the basis to support and analyze both the
Pre-test and Post-test results of the participants and
partakers, the six-factor model will be also used as
the basis for this study’s questionnaire that will
quantify the concept of “Psychological well-being”
for this study, Furthermore, Carl Rogers’ Humanistic
Theory of Unconditional Positive Regard is the main
impetus for this study; utilizing words of selfaffirmation and humanism in this study.
METHODOLOGY
college students currently enrolled in Davao Doctors
College.
Sampling Procedures
Quantitative phase
Research Design
This study used a quantitative approach. According
to (Bouchrika, 2022) [9] There is a distinction in
defining “RESEARCH DESIGN” there are types and
approaches. He defines “Experimental research
type” as the study of a cause-and-effect
phenomenon and an analysis of the impact of a
variable on an independent variable; it is a prediction
of an outcome induced by experimental methods.
He then further elaborates on the “Quantitative
Approach” as a perspective that one ought to utilize
if one seeks to find a statistical conclusion, it frames
the outcome or effectivity of a certain computation
as a conclusive statement on a phenomenon,
numbers are inherently objective hence why a
quantitative approach is not only efficient but
necessary. The Six-Factor Model of Psychological
well-being by Carol Ryff (1989) serves as the basis
for the survey questionnaire. Carol Ryff’s
Psychological Well-Being Scales (PWB) has fortytwo items. The questionnaire is divided into six
categories: Autonomy, Environmental Mastery,
Personal Growth, Positive Relations with Others,
Purpose in Life, and Self-Acceptance.
Locale of the Study
This study was conducted through an online
platform which is Google Meet and is eligible for
Convenience Sampling Method was used in this
study to gather 30 participants before the Pre-test.
The Inclusion Criteria of this study are the
participants must be 18 years old or above and
college students currently enrolled in Davao Doctors
College, all of the respondents will take the
Resilience Test, and the respondents who will get
low scores on the Resilience Test will be the main
participants. The Exclusion Criteria of this study are
below 18 years old and not a student currently
enrolled in Davao Doctors College.
Research Instrument
The Six-Factor Model of Psychological well-being by
Carol Ryff (1989) serves as the basis for the survey
questionnaire. Carol Ryff’s Psychological WellBeing Scales (PWB) has forty-two items using 7
point scale (1 = strongly agree; 2 = somewhat agree;
3 = a little agree; 4 = neither agree or disagree; 5 =
a little disagree; 6 = somewhat disagree; 7 = strongly
disagree. The questionnaire is divided into six
categories: Autonomy, Environmental Mastery,
Personal Growth, Positive Relations with Others,
Purpose in Life, and Self-Acceptance.
Data Collection Procedure
Participants of the study who have signed the
Informed Consent will take a Psychological Wellbeing Scale Test to determine whether they meet
the study’s Inclusion Criteria to proceed with the
study. High-scoring participants will be automatically
eliminated and exempted from the study and lowscoring participants will be automatically added o a
group conversation chat made by the researchers to
debrief and welcome them as the final participants
of the study. There are 8 days of Intervention, 4 days
for Asynchronous sessions, and 4 days for
Synchronous Sessions. In Asynchronous Sessions,
the low-scoring participants are encouraged and
required to write new things or different things they
like about themselves again on a piece of paper or
notebook. In Synchronous Sessions, the lowscoring participants must now then read what they
have written in a virtual meeting call at Google Meet
with the researchers; the researchers will give
positive comments and insight into what the lowscoring participants have written. The Pre-test and
Post-test scores of the participants are tabulated
and submitted to the Statistician for analysis.
TABLE 1.1 DEMOGRAPHIC PROFILE
below. The six questionnaire indicators—Autonomy,
Environmental Mastery, The Personal Growth, The
Positive Relations with Others, The Purpose in Life,
and The Self-Acceptance were tallied in the tables
below.
Descriptive Statistics
N
15
Minim
um
18.0
Age
Gender
Valid N
(listwise)
15
1.0
Maxi
mum
Me
Std.
an Deviati
on
22.0 19.
53
3
2.0 1.3
33
Data Analysis Procedure
The researchers utilized the following as their
statistical tools: Frequency and Percentage were
used to describe the demographic profile of the
participants; Mean was used to determine the
effectiveness of positive self-talk based on their pretest and post-test scores and lastly, Wilcoxon
Signed-Rank Test was used to compare the
fourteen (14) participants' pre-test and post-test
scores of psychological well-being.
1.0601
TABLE 2.1. PRETEST
AUTONOMY
.4880
Descriptive Statistics
N
“I have
confidence in
my opinions,
even if they
are contrary
to the
general
consensus.”
15
Std.
Interpre
Deviati
tation
on
4.067 1.7512 High
“My
decisions are
not usually
influenced by
what
everyone
else is
doing.”
15
4.467
15
Table 1 shows the demographic profile of the
respondents in terms of age and gender. This study
has a total of 15 respondents. In terms of age, 20
years old (80%) had the highest number of
participants compared to 18 years old (13.3%) and
19 years old (6.7%). In terms of gender, females
(60%) had the highest number of respondents
compared to males (33.3%) and prefer not to say
(6.7%). Lastly, in terms of year level, 2nd year (80%)
college students had the highest number of
respondents compared to 3rd year or 1st year who
only had (20%) college students.
Table 2.1-2.7: The Effects of Positive Self-Talk
on the Psychological Well-Being of College
Students
The tables below show the participants' level of
psychological well-being before the Intervention that
involved Positive Self-talk is indicated in the tables
Mean
1.5523
Very
High
N
“I tend to be
influenced by
people with
strong
opinions.”
15
“I have
confidence in
my opinions,
even if they
are contrary
to the
general
consensus.”
15
“It’s difficult
for me to
voice my own
opinions on
controversial
matters.”
15
3.067
1.5796 Modera
te
“I tend to
worry about
what other
people think
of me.”
15
2.200
1.3202
Low
“I judge
myself by
what I think is
important,
not by the
values of
what others
think is
important.”
15
4.867
1.5976
Very
High
MEAN
SCORE OF
AUTONOMY
2.667
4.333
1.6762
15 3.6666 1.0067
66666 797386
66676 60385
6
TABLE 2.2
ENVIRONMENTAL MASTERY
Descriptive Statistics
Mean
1.5887 Modera
te
Very
High
High
Std. Interpre
Deviati tation
on
“In general, I
feel I am in
charge of the
situation in
which I live.”
15
4.667 1.7995
Very
High
“The
demands of
everyday life
often get me
down.”
15
2.533 1.4573
Low
“I do not fit
very well with
the people
and the
community
around me.”
15
3.267 1.6242
High
“I am quite
good at
managing the
many
responsibilitie
s of my daily
life.”
15
3.667 1.6330
High
Low
“I often feel
overwhelmed
by my
responsibilitie
s.”
15
2.467 1.3020
“I have
difficulty
arranging my
life in a way
that is
satisfying to
me.”
15
2.267
.7988
Low
“I have been
able to build
a living
environment
and a
lifestyle for
myself that is
much to my
liking.”
15
MEAN
SCORE OF
ENVIRONME
NTAL
MASTERY
15 3.3904 .99630
76190 02501
47629 92057
0
4.867 1.5523
Very
High
High
TABLE 2.3
THE PERSONAL GROWTH
Descriptive Statistics
N
Mean
Std. Interpre
Deviati tation
on
“I am not
15 4.000 1.8127 High
interested in
activities that
will expand
my horizons.”
“I think it is
important to
have new
experiences
that
challenge
how you
think about
yourself and
the world.”
15
“When I think
about it, I
haven’t really
improved
much as a
person over
the years.”
15
6.067
.7988
Very
High
3.200 1.9712 Modera
te
“I have the
sense that I
have
developed a
lot as a
person over
time.”
15
5.133 1.3558
Very
High
“For me, life
has been a
continuous
process of
learning,
changing,
and growth.”
15
6.533
.8338
Very
High
“I gave up
trying to
make big
improvement
s or changes
in my life a
long time
ago.”
15
4.600 1.9198
Very
High
“I do not
enjoy being
in new
situations
that require
me to change
my old
familiar ways
of doing
things.”
15
3.467 1.5055
High
MEAN
SCORE OF
PERSONAL
GROWTH
15 4.7142 .90993
85714 86452
28581 90221
6
Very
High
TABLE 2.4
THE POSITIVE RELATIONS WITH OTHERS
Descriptive Statistics
N
Mean
Std. Interpre
Deviati tation
on
“Most people
see me as
loving and
affectionate.”
15
“Maintaining
close
relationships
has been
difficult and
frustrating for
me.”
15
“I often feel
lonely
because I
have few
close friends
with whom to
share my
concerns.”
15
“I enjoy
personal and
mutual
conversation
s with family
members
and friends.”
15
“I enjoy
personal and
mutual
conversation
s with family
members
and friends.”
15
4.867 1.7674
“I have not
experienced
many warm
and trusting
relationships
with others.”
15
“I know that I
can trust my
friends, and
they know
they can
trust me.”
15
4.867 1.4075
4.067 2.0166
Very
High
High
MEAN
SCORE OF
THE
POSITIVE
RELATION
S WITH
OTHERS
15 4.8285 .79024
71428 66677
57153 68062
0
Very
High
TABLE 2.5
THE PURPOSE IN LIFE
3.400 2.0284
High
Descriptive Statistics
N
Mean
Std. Interpret
Deviati
ation
on
“I live life
one day at a
time and
don't really
think about
the future.”
15
3.867 1.5523
High
“I have a
sense of
direction and
purpose in
life.”
15
4.867 1.5055
Very
High
Very
High
“I don’t have
a good
sense of
what it is I’m
trying to
accomplish
in life.”
15
3.533 2.1336
High
4.933 1.7512
Very
High
“My daily
activities
often seem
trivial and
unimportant
to me.”
15
4.067 1.9074
High
6.267
Very
High
“I enjoy
making plans
for the future
and working
to make
them a
reality.”
15
5.267 1.5796
Very
High
5.400 1.4541
.9612
Very
High
“Some
people
wander
aimlessly
through life,
but I am not
one of them.”
15
“I often feel
lonely
because I
have few
close friends
with whom to
share my
concerns.”
15
MEAN
SCORE OF
THE
PURPOSE
IN LIFE
15 4.0952 1.1100
38095 74021
23819 99374
5
6
3.867 1.7265
High
3.200 2.1112 Moderat
e
High
TABLE 2.6 THE SELF-ACCEPTANCE
Descriptive Statistics
N
“When I look
at the story
of my life, I
am pleased
with how
things have
turned out.”
15
“In general, I
feel confident
and positive
about
myself.”
15
“I feel like
many of the
people I
know have
gotten more
out of life
than I have.”
15
Mean
Std. Interpre
Deviati tation
on
4.400 1.8048 Very
High
4.867 1.5976
Very
High
“I like most
parts of my
personality.”
15
4.067 1.6242
High
“In many
ways, I feel
disappointed
about my
achievement
s in life.”
15
2.533 1.1255
Low
“My attitude
about myself
is probably
not as
positive as
most people
feel about
themselves.”
15
3.333 1.9149
High
“When I
compare
myself to
friends and
acquaintance
s, it makes
me feel good
about who I
am.”
15
3.933 2.0517
High
MEAN
SCORE OF
THE SELFACCEPTAN
CE
15 3.7428 .78469
57142 32140
85724 86494
2
High
TABLE 2.7 OVERALL SCORE (PRE-TEST)
Descriptive Statistics
N
3.067 1.6676 Modera
te
Mini Maxi Mea Std. Interp
mu mu
n
Devi retatio
m
m
atio
n
n
15 2.40 5.14 4.07 .689 High
OVERA
476 285 301 740
LL
190 714 587 792
MEAN
476 285 301 208
SCORE
200 724 597 476
46
40
3
Table 2.1 shows the psychological well-being of the
respondents based on their pretest scores. Among
the statements, the item with the lowest mean which
is interpreted by “low” is “I tend to worry about what
other people think of me.” having a mean of (x=
2.200, SD= 1.3202). On the other hand, the
statement with the highest mean which is interpreted
by “very high” is “For me, life has been a continuous
process of learning, changing, and growth.” having
a mean of (x= 6.533, SD=.8338). The overall mean
of the pre-test scores is 2.51 which is interpreted as
low. This means that the respondents have a low
level of perceived stress based on their pretest
scores.
Table 3.1: Post Test
TABLE 3.1 AUTONOMY
Descriptive Statistics
N
Mean
Std. Interpre
Deviati tation
on
“I have
confidence in
my opinions,
even if they
are contrary
to the
general
consensus.”
15
“My
decisions are
not usually
influenced by
what
everyone
else is
doing.”
15
5.400 1.1212
“I tend to be
influenced by
people with
strong
opinions.”
15
Modera
2.667 1.5887
te
“I have
confidence in
my opinions,
even if they
are contrary
to the
general
consensus.”
15
6.067
.7037
Very
High
Very
High
“It’s difficult
for me to
voice my
own opinions
on
controversial
matters.”
15
3.467 1.8465
“I tend to
worry about
what other
people think
of me.”
15
2.667 1.7593 Modera
te
“I judge
myself by
what I think
is important,
not by the
values of
what others
think is
important.”
15
6.400
MEAN
SCORE OF
AUTONOMY
High
.5071
Very
High
15 4.6190 .82183
47619 51552
04771 17859
8
Very
High
TABLE 3.2 ENVIRONMENTAL MASTERY
5.667 1.1127
Very
High
Descriptive Statistics
N
“In general, I
feel I am in
charge of the
situation in
which I live.”
15
Mean
Std. Interpret
Deviati
ation
on
6.200 .9411
Very
High
“The
demands of
everyday life
often get me
down.”
15
3.867 1.6847
High
“I do not fit
very well
with the
people and
the
community
around me.”
15
3.933 1.8696
High
“I am quite
good at
managing
the many
responsibiliti
es of my
daily life.”
15
“I often feel
overwhelme
d by my
responsibiliti
es.”
15
2.733 1.6242 Moderat
e
“I have
difficulty
arranging my
life in a way
that is
satisfying to
me.”
15
2.933 1.3870 Moderat
e
“I have been
able to build
a living
environment
and a
lifestyle for
myself that is
much to my
liking.”
15
MEAN
SCORE OF
ENVIRONM
ENTAL
MASTERY
15 4.3714 .84825
28571 32214
42867 48031
2
Very
High
TABLE 3.3 THE PERSONAL GROWTH
Descriptive Statistics
N
5.067 1.5796
5.867
.8338
Very
High
Very
High
Mean
Std. Interpre
Deviati tation
on
“I am not
interested in
activities that
will expand
my horizons.”
15
4.800 1.8205
Very
High
“I think it is
important to
have new
experiences
that
challenge
how you
think about
yourself and
the world.”
15
6.867
.3519
Very
High
“When I think
about it, I
haven’t really
improved
much as a
person over
the years.”
15
4.667 2.0587
Very
High
“I have the
sense that I
have
developed a
lot as a
person over
time.”
15
6.133
.9155
Very
High
“For me, life
has been a
continuous
process of
learning,
changing,
and growth.”
15
6.933
“I gave up
trying to
make big
improvement
s or changes
in my life a
long time
ago.”
15
4.800 1.8593
“I do not
enjoy being
in new
situations
that require
me to change
my old
familiar ways
of doing
things.”
15
3.400 1.8048
.2582
Very
High
Very
High
“Maintaining
close
relationships
has been
difficult and
frustrating for
me.”
15
5.067 1.9445
Very
High
“I often feel
lonely
because I
have few
close friends
with whom to
share my
concerns.”
15
4.200 2.0071
High
“I enjoy
personal and
mutual
conversation
s with family
members
and friends.”
15
6.133
.8338
Very
High
“I enjoy
personal and
mutual
conversation
s with family
members
and friends.”
15
6.333
.8165
Very
High
“I have not
experienced
many warm
and trusting
relationships
with others.”
15
5.333 2.0237
Very
High
“I know that I
can trust my
friends, and
they know
they can
trust me.”
15
6.600
Very
High
High
MEAN
SCORE OF
THE
PERSONAL
GROWTH
15 5.3714 .78580
28571 70446
42867 17455
1
Very
High
TABLE 3.4 THE POSITIVE RELATIONS WITH
OTHERS
Descriptive Statistics
N
“Most people
see me as
loving and
affectionate.”
15
Mean
Std. Interpret
Deviati
ation
on
5.733 1.4864
Very
High
.6325
MEAN
SCORE OF
THE
POSITIVE
RELATION
S WITH
OTHERS
15 5.6285 .92076
71428 78377
57152 73943
9
Very
High
TABLE 3.5 THE PURPOSE IN LIFE
Descriptive Statistics
N
Mean
Std. Interpret
Deviati
ation
on
“I live life
one day at a
time and
don't really
think about
the future.”
15
“I have a
sense of
direction and
purpose in
life.”
15
3.800 2.1448
5.933 1.0328
High
“Some
people
wander
aimlessly
through life,
but I am not
one of them.”
15
5.067 1.6242
Very
High
“I often feel
lonely
because I
have few
close friends
with whom to
share my
concerns.”
15
4.333 2.0587
Very
High
MEAN
SCORE OF
THE
PURPOSE
IN LIFE
15 4.8476 .92182
19047 26758
61914 30660
9
Very
High
Very
High
TABLE 3.6 THE SELF-ACCEPTANCE
Descriptive Statistics
N
“I don’t have
a good
sense of
what it is I’m
trying to
accomplish
in life.”
15
“My daily
activities
often seem
trivial and
unimportant
to me.”
15
“I enjoy
making plans
for the future
and working
to make
them a
reality.”
15
4.533 1.6847
4.333 1.4475
5.933 1.4376
Very
High
Very
High
Very
High
Mean
Std. Interpret
Deviati
ation
on
6.000 .8452 Very
High
“When I look
at the story of
my life, I am
pleased with
how things
have turned
out.”
15
“In general, I
feel confident
and positive
about
myself.”
15
5.867
“I feel like
many of the
people I know
have gotten
more out of
life than I
have.”
15
3.133 1.5523 Moderat
e
.8338
Very
High
“I like most
parts of my
personality.”
15
5.867 1.0601
Very
High
“In many
ways, I feel
disappointed
about my
achievements
in life.”
15
3.667 1.6762
High
“My attitude
about myself
is probably
not as
positive as
most people
feel about
themselves.”
15
3.533 1.6847
High
Table 4.1 Comparison of Participants Pretest and Post-test Psychological WellBeing using Wilcoxon Signed-Rank Test
N
15
3.733 1.6242
High
“When I
compare
myself to
friends and
acquaintance
s, it makes
me feel good
about who I
am.”
MEAN
SCORE OF
THE SELFACCEPTAN
CE
Negativ
e Ranks
1a
Mean Sum of
Rank Ranks
3.00
3.00
POSTTEST Positive
- PRETEST Ranks
Ties
14b
8.36 117.00
0c
Total
15
a. POSTTEST < PRETEST
b. POSTTEST > PRETEST
c. POSTTEST = PRETEST
15 4.5428 .71060
57142 27499
85724 39596
3
Very
High
TABLE 3.7 OVERALL SCORE (POST-TEST)
Descriptive Statistics
N
Table 2.2 shows the psychological well-being of the
respondents based on their post-test scores. Among
the statements, the item with the lowest mean which
is interpreted as “moderate” is “I feel like many of the
people I know have gotten more out of life than I
have” having a mean of (x= 3.133, SD= 1.5523). On
the other hand, the statement with the highest mean
which is interpreted as “very high” is “For me, life has
been a continuous process of learning, changing,
and growth.” having a mean of (x= 6.993, SD=
.2582). The overall mean of the post-test scores is
6.119 which is interpreted as very high. This means
that the respondents have improved their
psychological well-being from the intervention.
Mini Maxi Mea Std. Interp
mum mum n
Devi retati
ation on
15 3.71 6.11 4.89 .685 Very
OVERA
4285 9047 6825 0399 High
LL
7142 6190 3968 8087
MEAN
8581 4771 2549 8752
SCORE
43
90
7
This table stipulates the difference of the
psychological well being before and after the
intervention. It also shows the number of
participants whose Psychological Well-being is
higher before the intervention. According to the data,
the Psychological Well-being of 1 participant (1a) is
higher before the intervention than after the
intervention; where it shows a decrease. Meanwhile,
the Psychological Well-being of 14 participants
(14a) is higher after the intervention than before. In
conclusion, a great majority of the participants are
shown to have greater psychological well-being after
the intervention.
Table 4.2 Test of Difference in the Self-esteem
of the Participants Before and After the
Intervention using Wilcoxon Signed-Rank Test
Test Statistics
POSTTEST PRETEST
Z
Asymp. Sig. (2tailed)
-3.241b
.001
a. Wilcoxon Signed Ranks Test
b. Based on negative ranks.
DISCUSSION
The Effects of Positive Self-Talk on the
Psychological Well-Being of College Students
Demographic Variables
The demographic profile of the participants of this
study are male and female college students of
Davao Doctors College, more specifically individuals
born in Generation Z (ages 18 and above) who had
received a low score from the study’s PRE–TEST
“Psychological Well-Being 42 Item Questionnaire”.
According to survey data from random samples at
26 colleges and universities between 2007 and 2009
(the Healthy Minds Study), 17% of students had
positive Patient Health Questionnaire-9 screens for
depression, including 9% for major depression, and
10% of students had a positive Patient Health
Questionnaire screen for an anxiety disorder (Hunt
& Eisenberg, 2010). The college participants are
aged 18 and above, of any gender. The factors that
affect the psychological well-being of these college
participants are positive relations with others,
environmental mastery, autonomy, purpose in life,
self-acceptance, personal growth, and positive selftalk. The findings revealed that there is a positive
result from using self-talk for the psychological wellbeing of college students.
Systematic Problem-Solving
According to studies, mental illness is prevalent in
college students, which is the main problem
addressed in this study. Psychological well-being
has been studied from various angles, and different
academic fields have taken an interest in the
concept due to its impact on other dimensions such
as individual performance, satisfaction levels, and
interpersonal interaction characteristics. The
significance of having a purpose in life in order to
achieve Psychological well-being, which correlates
with good physical and mental health at all stages of
life (Gao et al., 2018; Ryff 2018, 2019) [10]. The first
This table shows the statistically significant
differences in the participants' psychological wellbeing before and after the intervention. Since the pvalue (Asymp. Sig. (2-tailed) is 0.001, which is
higher than the alpha level (.001 > 0.05). It denotes
that the intervention did cause the participants'
psychological well-being to change in a statistically
significant way (z = -3.241, p = 0.001).
three (3) stages of problem solving are preparation,
verification, and analysis. Positive self-talk was used
during the intervention, and it has been shown that
it has a positive impact on the participants'
psychological well-being.
Intuitive Problem-Solving Style
As disclosed, the participants' scores differed
significantly from their pretest scores, which were
low, but after the intervention in which the
researchers used self-talk, they demonstrated
significant progress when taking the post-test
because their scores had clearly increased. Positive
self-talk is the experience of having an internal
conversation with oneself that encourages the
individual to persevere in the face of risks or
challenges (Feeney 2019). According to the results
of the participants' scores, using positive self-talk
has a positive impact on psychological well-being.
An individual can experience motivation, optimism,
and encouragement by using Positive self-talk. It
can be used as a coping strategy when a person
faces challenges (Jelinek & Bubnis, 2022).
CONCLUSION
The demographic profile of the participants of this
study are male and female college students of
Davao Doctors College, more specifically individuals
born in Generation Z who had received a low score
from the study’s PRE–TEST “Psychological WellBeing 42 Item Questionnaire”. The quantifiable
score for this study’s definition of psychological wellbeing will be based on the study’s statistical
analysis, specifically the Wilcoxon “Test Of
Difference” which is 0.001, which is higher than the
alpha level 0.05 ( 0.001>0.05) 0.05 refers to the
margin of error the inability to reject the null
hypothesis, hence indicating that there is indeed a
statistically significant change.
Prior the intervention, during the pre-test phase, the
participant’s scores are as follows:
PRETEST
N
OVER 15
ALL
15
MEA
N
SCOR
E
Minim Maxi
um
mum
Mean
STD.
Devia
tion
2.404
76190
4
76200
46
4.073
01587
3
01597
3
.6897
40792
2
08476
5.142
85714
2
85724
40
Meanwhile, after the intervention, the participant’s
score are as follows:
POST
TEST
N
OVER 15
ALL
15
MEA
N
SCOR
E
Minim Maxi
um
mum
Mean
STD.
Devia
tion
3.714
28571
4
28581
43
4.896
82539
6
82549
7
.6850
39980
8
78752
6.119
04761
9
04771
90
Upon further inspection, despite the similarities in
the overall mean score one can ascertain notable
differences, specifically prior the intervention, the
PRE-TEST SCORES if you look closely at the
minimum an maximum values of the standard
deviation they indicate 2.40 - 5.14 and if you
compare them to the POST - TEST VALUES of the
minimum and maximum which are 3.71 - 6.11 this
shows that there is indeed an increase in value from
before and after the intervention, despite the
similarities of the overall mean scores in both PRETEST and POST-TEST this still shows that there is
indeed a change, it may not be high, but it is without
a doubt significant. There are indeed statistical
differences from before and after the intervention
and this change has been induced by the effects of
positive self-talk. Positive self-talk proves itself to be
an effective method in either changing or increasing
the psychological well-being of college students,
positive self-talk as a psychological concept is valid
in its own right, despite what modern practitioners of
the field might say on its alternative or "poppsychology" roots; positive self-talk is a practical
intuitive method of increasing one's well being. It
may not be that scientifically elaborate, but its
reliance on human pathos speaks for itself.
●
RECOMMENDATION
This study on the effects of positive self-talk on the
psychological well-being of college students has
contributed to the body of knowledge pertaining to
psychology; it had answered the questions it
imposed and it had answered the scientific inquiry of
just how effective or efficient the concept of "selftalk" is. Communication with oneself is the tenet of
positive self-talk, specifically further research
pursuing this topic may benefit from considering the
following:
●
Educational
Institutions
should
consider non-mandatory weekly
routine counseling or "Kamustahan
sessions" to students of all levels;
establishing a rapport and allowing
students to express themselves may
pave the way for progressive and
healthy well-being and lessen the
social alienation and disconnect a
student has with its institution.
●
●
Educational Institutions ought to
increase their advocacy regarding
well-being to not only their students
but also their personnel for healthy
well-being
needs
a
healthy
environment
and
a
healthy
environment is defined by the people
surrounding it. Consider alternatives,
practical solutions, and events that
will help everyone flourish.
Encourage students or reform the
usage of the student handbook as
some journalistic venture, encourage
students to do journaling and
composition of one's thoughts with
supervision and monitoring from local
guidance counselors or mental
health counselors.
Further research onto the specific
terms, limitations, and specifics of
what positive self-talk should be; a
definition and a tangible definition of
self-talk will help future researchers
on utilizing its methods to the
psychological scene and cleanse its
reputation as "alternative makebelieve psychology" therefore more
experiments,
qualitative
or
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