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1
Wu, Hsin-Chieh. "COLLECTIVE RESPONSIBILITY, ACADEMIC OPTIMISM, AND STUDENT ACHIEVEMENT IN TAIWAN ELEMENTARY SCHOOLS." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1332497667.
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Mull, Lindsay M. "The Role of Academic Optimism and Study Habits in College Student Test Anxiety." Ohio Dominican University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1462379899.
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Ruyle, Michael Alan. "Student engagement, academic optimism, and leadership| A case study of performance-based schools." Thesis, Montana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3684539.
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The performance-based model of education has been proven successful in a number of schools across the United States and the world. The majority of the students and teachers who are currently operating in innovative performance-based programs have been exposed to the traditional model of education for the bulk of their educational lives, and are in a unique position to judge the efficacy of the system. In an earlier pilot study, there was a significant difference in the perspective of the students and teachers in favor of the performance-based system, which could eventually lead to the adoption of the model on a larger scale in future years. The purpose of this embedded, multiple-case study was to analyze how students and teachers operating in two educational programs that had implemented the performance-based model perceived their own levels of engagement and optimism, and how the teachers judged the leadership that helped put the system in place. The case is bound by the system of performance-based education, bound by place in terms of one school in California and one in Montana, and bound by time in that the analysis of the participant data is from the early months of 2014. This research was framed by the following central question: How do teachers and students who operate in a performance- based educational system describe academic optimism, student engagement, and transformational leadership behaviors of their principals? Three primary sources of data were used: individual interviews, student and teacher surveys, and achievement documentation. Analysis and triangulation of the data identified key issues and painted a rich picture of academic success in this innovative model.
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McGuigan, Leigh. "The role of enabling bureaucracy and academic optimism in academic achievement growth." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123098409.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains ix, 178 p.; also includes graphics. Includes bibliographical references (p. 160-178). Available online via OhioLINK's ETD Center
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Ashworth, Gwendolyn Baugh. "Exploring The Interaction Between Appreciative Inquiry And Student Academic Optimism: An Action Research Study." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091835.
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The study's purpose was to examine the degree and manner in which students have experienced a climate of academic optimism in the setting. The study was intended to provide a means for student participants to reflect on the structures currently in place within the setting through the Appreciative Inquiry (AI) process. The study investigated three research questions. How does participation in the AI process influence students' perceptions of features of school climate, as measured by shifts in Student Academic Optimism (SAO) and outputs generated during the AI process in the school selected for the study? What themes emerged from participants in the Inquire phase of the AI process that support SAO? What action plans emerged based on the themes and provocative propositions created related to SAO during and in the 2 months following the AI process? The study utilized a convergent parallel mixed methods design to collect data from a quantitative survey on SAO, a qualitative survey on the AI process, and physical artifacts and audio recordings generated during the AI process. The study's findings revealed that: (a) the results of the survey on SAO were non-significant; (b) the AI process influenced student participants' perceptions of features of school climate, indicated through a myriad of outputs; (c) themes related to academic press were most common, followed by student trust in teachers, general school climate, and student identification with school; and (d) design statements and action plans related to academic press and student identification with school were generated.
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Viamontes, Quintero Jesika. "A Mixed Method Inquiry into Student Academic Optimism: Validation of the Construct and Its Use to Give Voice to Latinx Student Experiences." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703281/.
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This study examined student academic optimism in four diverse North Texas school districts. This study used a convergent parallel mixed methods design to analyze results of an online administration of the survey, and Latinx student responses to a focus group protocol derived from the survey. Quantitative results indicate the individual scales making up the construct align with previous research results. The three scales were found to be strongly and significantly correlated, indicating the potential for validation. Qualitative results indicate Latinx students' perceptions of their academic careers align with four themes. Latinx students are keenly aware of their teachers as a person, their school as a community, the intrusion of the outside world, and students as agents. Qualitative results support the importance of the three components of the construct, student trust in teachers, student academic press, and student identification with school. As a new source of data, combined with existing metrics of instructional effectiveness, student academic optimism could increase the ability of decision makers to improve the overall efficacy of school systems especially when addressing the persistent opportunity gaps for Latinx and other students of color.
7
Wagner, Charles Allen. "Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618390.
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For decades, educational leaders have sought to identify school-level variables that have a positive and significant impact on student achievement despite the indelible effects of student socioeconomic status and family background. The purpose of this is study was to investigate the relationship between an emergent attitudinal construct---academic optimism---and its relationship to organizational citizenship behaviors of teachers and student achievement among a sample of Virginia public high schools.;A convenience sample of 36 public Virginia high schools serving students in grades 9-12 was used to collect survey data from full-time teachers and faculty during regularly-scheduled faculty meetings during the 2006-07 school year. Derivative survey items for collective teacher efficacy, academic emphasis, faculty trust in students and parents, and organizational citizenship behavior in schools were obtained from existing instruments previously tested for reliability and validity. Student achievement data were obtained from 2006-07 Standards of Learning test results for Biology, United States History and English II Reading and Writing.;The initial factor analysis confirmed that academic optimism is a unified construct comprised of three dimensions: collective teacher efficacy, academic emphasis, and faculty trust in students and parents. Correlational analysis demonstrated positive significant relationships between academic optimism and student achievement. Additional regression analysis confirmed the significant relationships between academic optimism and student achievement in each of the four content areas measured, even after controlling for student socioeconomic status. In addition, academic optimism correlated strongly with organizational citizenship behavior in schools, but demonstrated stronger independent effects on student achievement than OCB.
8
Krier, Timothy James. "An Exploratory Study of Professional Learning Community and Academic Optimism, and Their Impact on Student Achievement." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405684219.
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Ha, Yo Sang. "The Influence of Components of Positive Psychology on Student Development." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5233.
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Considering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike this psychological trend, positive psychology has paid attention to prevent school violence and delinquency. Further, Positive psychologists have discovered not only to prevent problems but also to facilitate human strengths and virtues to live successful and happy life. Therefore, the purpose of this study was to investigate the causal relationship between components of positive psychology and student development. More specifically this research examined the influence of hope, optimism, and self-regulation on student's academic achievement, career development, and social development. This quantitative study included 507 6th grade elementary school students and their parents living in Seoul, South Korea. Four conceptual models were developed to investigate the best fit model to examine the causal relationship between hope, optimism, and self-regulation and student's academic achievement, career development, and social development. Structural Equation Modeling (SEM) was employed to analyze the data. Confirmatory Factor Analysis (CFA) was used to explore measurement model and Path Analysis was engaged in to discover structure model. The results of SEM analysis provided major findings. There was a causal relationship between hope and student's academic achievement, career development, and social development. However, it was not confirmed the causal relationship between optimism and student's academic achievement, career development, and social development and between self-regulation and student's academic achievement, career development, and social development. Further, a structural model on the causal relationship between hope, optimism, self-regulation and student's academic achievement, career development, and social development was not statistically significant. Implications and suggestions for future research are discussed.ID: 031001437; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Edward H. Robinson III.; Title from PDF title page (viewed June 26, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 217-235).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education
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Huff-Franklin, Clairie Louisa. "AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475.
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Duffy-Friedman, Margaret. "Academic Optimism in High Schools." Cleveland State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1201035546.
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Chu, Ho-tat Matthew. "Coping with academic stressful events in Chinese students: optimism, cognitive appraisal, and attribution." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791315.
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Luce, Dondi Lea, and Dondi Lea Luce. "The Role of the Principal in Developing a Climate of Academic Optimism in Public Elementary Schools Serving Students from Low-Income Family Households." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/626313.
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This study described how principal leadership, consisting of both capacities and practices, advanced a climate of academic optimism among faculty to improve the achievement of all students including those from low-income family households within two public elementary schools in southern Arizona. Participants in the multiple embedded replication case study included one principal, five teachers, and one parent from each school. Semi-structured interviews, school observations, and document analysis were incorporated within the study.
Findings revealed that peer observations helped build collective efficacy among teachers and required principal leadership to occur in a systemic manner. Interpretive analysis further demonstrated that principal leadership was valuable in developing academic emphasis within the school. Moreover, the principal was a powerful role model for cultivating trust between teachers and parents. An unexpected finding was that the leadership capacities and practices were not as precisely divided or separated as indicated by the conceptual framework. Rather, the capacities and practices were highly interrelated and mutually reinforcing.
Based upon the analysis of patterns across cases, it was determined that the principals’ leadership capacities and practices influenced the climate of academic optimism. As a specific example, the principals studied utilized the bureaucracies within their schools to enable the work of teachers. Furthermore, the principals’ capacities of self-awareness and internalized moral perspective guided their vision of schooling. Compelling evidence was found for each capacity and practice detailed within the conceptual framework, and they were demonstrated in unique ways based on the specific circumstances of the site as well as the principal’s individual leadership style. The conceptual generalization from this interpretative qualitative case study suggests that, in terms of principal leadership, both “Who you are, and what you do, matter.”
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Cromartie, Michael Tyrone. "Faculty sense of academic optimism and its relationship to students' achievement in well performing high schools." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618567.
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The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as contributors to student achievement, little information exists to assist school leaders in identifying specific organizational practices that sustain collective teacher efficacy, academic emphasis, and trust in students and families. This study employs case study methodology to investigate faculties' interpretations of academic optimism by examining the organizational and instructional practices at three well performing Virginia high schools. Gathered data includes information obtained through direct interviews with 18 (six at each site) faculty members, observations from 12 (four at each site) classrooms, and a review of each school's vision or mission statements, improvement initiatives, and course offerings and enrollments.
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Ward, Charles W. "The Association Between Attributional Styles and Academic Performance of Students in a Program of Religious Studies." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279094/.
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The problem addressed in this study was to determine if a significant association exists between attributions and academic achievement among students in a program of religious training at a Bible
college. The research was designed to ascertain if optimistic attributions are more frequently associated with students in programs of religious education than with students in a public state-supported university environment. No significant correlation was found between optimistic explanatory styles and the academic achievement of Bible college students. A significant positive difference was found to exist between the explanatory styles of students at The Criswell College and students at the University of North Texas.
Students in religious courses of study tended toward attributions for negative events that were external, unstable, and specific. The University of North Texas students tended toward attributions for negative events that were internal, stable, and global.
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Van, der Merwe Nadia. "The relationship between psychological well-being and academic performance of university students / Nadia van der Merwe." Thesis, North-West University, 2005. http://hdl.handle.net/10394/1056.
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Emotional intelligence is a relatively new and growing area of behavioural research, which
stimulated the imagination of the general public, the commercial world and the scientific
community. Only a few studies have been done on the relationship between emotional
intelligence and academic performance. The objective of this study was to determine the
relationship of emotional intelligence, optimism, life satisfaction and self-efficacy, as well as the
validity and reliability of these measures on a sample of university students. Further objectives
included conceptualising emotional intelligence, optimism, life satisfaction, self-efficacy, wellbeing
and academic performance and determining the validity and reliability of the 33-item
measurement of emotional intelligence (SEIS) for a sample of potential future employees in
economical sciences professions. The results obtained from this study will help organisations
determine the level of emotional intelligence and well-being of their future workforce, in order to
implement certain interventions to improve it.
A cross-sectional survey design was used for this study. A sample of 341 students was used for
this study, but only 324 of the responses could be utilised. The participants (N = 324) were
students within the field of economics. 1 17 Students were from the Vanderbijlpark Campus and
207 students were from the Potchefstroom Campus. The Schutte Emotional Intelligence Scale,
Life Orientation Test Revised, Satisfaction with Life Scale, and the General Perceived Self-
Efficacy Scale were administered. Descriptive and inferential statistics were used to analyse the
statistical data.
The results obtained from the SEIS proved this measuring instrument to be valid and reliable.
By using the multiple linear regression analysis approach, a six dimensional factor structure for
emotional intelligence among students emerged, which supported earlier conceptions in this
regard.
The results showed that Interpersonal factors consisted of Positive Affect, Emotions-Others,
Happy Emotions, Emotions-Own, Non-Verbal Emotions and Emotional Control. Intrapersonal
factors consisted of Self-Efficacy, Life Satisfaction and Optimism.
Self-efficacy, Life satisfaction, Optimism, Pessimism, Positive Affect, Emotion-Others, Happy
Emotions, Emotion-Own, Non-Verbal Emotions and Emotional Control, predict 16% of the
variance in Academic Performance. Significant predictors of Academic Performance are Life
Satisfaction, Optimism, Pessimism and Emotions-Others.
A second order factor analysis was done on the factors of the SEIS, LOT-R, GPSES, and the
SWLS. Two factors were extracted explaining 50,95% of the variance. These factors were
called Interpersonal Factors and Intrapersonal Factors. On the Intrapersonal Factor, the
following factors loaded: Emotions-Others, Happy Emotions, Emotions-Own and Non-Verbal
Emotions. Self-Efficacy, Life Satisfaction and Optimism, Positive Affect and Emotional Control
loaded on the Interpersonal Factor. It is evident from the above that psychological well-being
consisted out of two dimensions namely Interpersonal and Intrapersonal aspects.
Positive Affect is significantly positively related (large effect) to Optimism and Self-Efficacy
and significantly positive related (medium effect) to Emotions-Others, Happy Emotions,
Emotions-Own, Non-Verbal Emotions and Emotional Control. Emotions-Others is significantly
positively related (medium effect) to Happy Emotions, Emotions-Own and Self-Efficacy. Happy
Emotions is significantly positively related (medium effect) to Emotions-Own, Non-Verbal
Emotions, Emotional Control, Optimism and Self-Efficacy. Emotions-Own is significantly
positively related (medium effect) to Non-verbal Emotions, Emotional Control, Optimism and
Self-Efficacy. Non-verbal Emotions significantly positively related (medium effect) to
Emotional Control and Self-Efficacy.
Emotional Control significantly positively related (large effect) to Self-Efficacy and significantly
positively related (medium effect) to Optimism and Life Satisfaction. Optimism significantly
positively related (medium effect) to Life Satisfaction and Self-Efficacy.
Pessimism is significantly negatively related (medium effect) to Life Satisfaction and Self-
Efficacy. Life satisfaction is significantly positively related (medium effect) to Self-Efficacy and
Academic Performance.
Recommendations for future research were made.Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.
17
Malloy, John Patrick. "Effects of Distributed Leadership on Teachers' Academic Optimism and Student Achievement." Thesis, 2012. http://hdl.handle.net/1807/34799.
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Distributed Leadership is often considered an optimal form of leadership to improve student achievement. The challenge though is that previous research on distributed leadership has often described what distributed leadership is as opposed to what distributed leadership's impact on student achievement might be. Since leadership has an indirect effect on student achievement, exploring organizational factors that may have a more direct impact on student achievement is important. Academic optimism describes teachers' perceptions of the staff's collective efficacy, the trust experienced between teachers, and between teachers and administrators, and the extent to which academic press (high expectations) is evident in the school. Academic optimism is an organizational factor that improves student achievement according to previous research. This thesis examined patterns of distributed leadership and their correlation to academic optimism. Further I examined the impact that academic optimism has on student achievement. By surveying 2122 teachers in 113 schools in a large school board in south-central Ontario, I determined that planfully aligned distributed leadership had a significant correlation to academic optimism but academic optimism did not have a significant correlation to student achievement. Rather, academic press, one of the variables within academic optimism, did have a significant correlation to student achievement in language and math. This study concluded that planfully aligned distributed leadership mediated by academic press had a significant impact on student achievement.
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Hallmark, Bryan S. "Examining the Relationship Between Academic Optimism and Student Achivement: A Multi-Level Approach." Thesis, 2013. http://hdl.handle.net/1969.1/149294.
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Academic optimism is a relatively new construct that combines collective efficacy, academic emphasis, and faculty trust in students and parents. The cumulative measure represents a robust picture of the social interactions within a school that influences the beliefs, behaviors and emotions of organizational members. Academic optimism has been established as a predictor of student achievement controlling for student socioeconomic status. However, past studies have not included student ethnicity in statistical models utilized to test the effect of academic optimism on student achievement, even though research and state achievement data show gaps among students of color and Anglo students that are just as substantial as those identified along socioeconomic. Additionally, there was a need to determine if academic optimism is simply a product of school context or if there is additional variance left to be explained by psychosocial interactions within schools.
Therefore, the intent of this study was threefold: first, examine the relationships between the theoretical underpinnings of collective efficacy, academic emphasis, and faculty trust in students and parents; second, produce a more rigorous test of the effect of academic optimism on student achievement by including student ethnicity in addition to other student background characteristics; and third, determine to what magnitude school context explains a schools level of academic optimism. The author utilized multi-level analysis to test the relationship between school academic optimism and student achievement controlling for student ethnicity, socioeconomic status, previous achievement and school size within a new sample. The relationship between school academic optimism and school context was tested by employing multiple regression analysis.
In a sample of 10,464 students nested within 97 elementary schools the author was able to determine that academic optimism is a positive predictor of student math and reading achievement. Furthermore, academic optimism is capable of mediating the negative relationships existing between both low socioeconomic status (SES) and student of color status and student achievement. Additionally, the studied revealed that only 52% of the variance in school level academic optimism is determined by school context.
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HUANG, PEI-HSUAN, and 黃培軒. "The Study on Senior High School Students’ Perception the Affect between Teachers’ Positive Leadership and Student Academic Optimism in Taoyuan City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/qs6wba.
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碩士銘傳大學
教育研究所碩士在職專班
107
This study aims to realize and understand interrelation between teachers’ positive leadership and students’ academic optimism in senior high school in Taoyuan City. Within the divergences arising from different background variables, we discussed prediction of the relation between senior high school teachers’ positive leadership and students’ academic optimism in current situation. This study applied methodology of questionnaire “Senior High School Teachers’ Positive Leadership and Student Academic Optimism Questionnaire”. Adopting stratified quota sampling, in connecting with 780 2nd general course public and private senior high school students in Taoyuan(as research targets), we received 696 questionnaires, and 612 statistic questionnaires are valid (87.9% efficiency obtained from the survey data). To investigate the valid data, we utilize Statistics, t-test and single factor variance analysis, Pearson product moment correlation, multiple regression analysis and other tests as our methods to describe the result of the study. Conclusions as fellow: 1)Senior high school students in Taoyuan City correlating with Teachers’ positive leadership was up to a high degree: (a) Setting positive relationship shows the best and highest level; however, (b) Creating positive atmosphere was relatively lower, in lower level. 2)Academic optimism of senior high school students in Taoyuan reaches to mid-high degree: (a) Academic emphasis shows higher, and (b) Teacher s’ and students’ confidence is lower. 3)The perception of teachers’ positive leadership and students’ academic optimism in senior high school students in Taoyuan within different “family rank”, and “teachers’ gender” shows significant differences. 4)It is suggested that Teachers’ Positive Leadership and Students’ academic optimism in senior high school students in Taoyuan has a significant positive correlation. 5)Teachers’ Positive Leadership and Students’ academic optimism in senior high school students in Taoyuan has a significant positive prediction: the prediction of Cultivating positive meaning is the best. Based on the above generalizations, it is expected to provide the related suggestions to the competent educational authority,school s’ administrative unit, sunior high school s’ teacher, and further study and future researchers.
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Lin, Yi-Hsuan, and 林怡萱. "The Relationship between Individual Academic Optimism of Secondary Chinese Teachers and Student Achievement - Taoyuan County as an Example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/rw79r7.
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碩士中原大學
教育研究所
103
The purpose of the present study was to explore the relationships between individual academic optimism of the secondary Chinese teachers and student achievement. The methodology was questionnaire survey. The valid return rate was 90% and 198 teachers participated in the study. The questionnaire was teacher individual academic optimism scale. The data were analyzed with t-test, ANOVA, Pearson correlation, multiple regression, and structural equation model. The major findings were as follows： 1.The teachers perceived a middle-high level for individual academic optimism. 2.The teachers with different gender showed significant differences in individual academic optimism. The teachers with different gender showed significant differences in self-efficacy and academic emphasis dimensions. The teachers with different educational level showed significant differences in academic emphasis dimensions. 3.There was significant correlation between teacher individual academic optimism and student achievement. 4. Academic emphasis significantly predicted student achievement. 5.The causal model from individual academic optimism of the secondary teachers to student achievement was verified.
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KUAN, LIU-YEN, and 官柳延. "A Study on the Relationships among the Principal technology leadership, Teacher teaching innovation and Student academic optimism in Elementary Schools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/32751851127490641636.
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碩士國立新竹教育大學
教育行政碩士學位在職進修專班
102
Principal technology leadership and teacher teaching innovation are the important factors of the student academic optimism. This study aimed to investigate the current situations and circumstances of elementary school principal technology leadership, teacher teaching innovation and student academic optimism. It further explored the correlation and impact of teacher teaching innovation. The research methods included literature review and questionnaire survey. The survey objects were elementary school educators across Taiwan area. The study issued a total of 1080 questionnaires , with the return rate of 74.90%, among which there were745 questionnaires valid. The data was analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, multiple regression analysis and structural equation modeling. The findings based on the results of the research are as follows: 1.The current situations of the principal technology leadership perceived by teachers is good. 2.The current situations of the teacher teaching innovation perceived by teacher is good. 3.The current situations of the student academic optimism perceived by teacher is good. 4.There are positive correlations between principal technology leadership and teacher teaching innovation. 5.There are positive correlations between principal technology leadership and student academic optimism. 6.There are positive correlations between teacher teaching innovation and student academic optimism. 7." Teaching content Innovation " have a high explanatory power on student academic optimism. 8.It is mutually influential between the principals’ technology leadership and teacher teaching innovation to student academic optimism. Teacher teaching innovation has the partial mediating effect between princaial technology leadership and student academic optimism. According to the research findings, some suggestions are proposed for the reference of education administrative units, elementary school principal and teacher, and research staff engaged in future related researches.
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Hsieh, Yi-Chun, and 謝宜君. "A Study on the Relationship between the Teacher Positive Leadership and Student Well-being in Elementary Schools：Student Academic Optimism as a Mediator." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/ku99fc.
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碩士國立新竹教育大學
教育與學習科技學系
103
Teacher positive leadership and student academic optimism are the important factors of the student well-being.This study aimed to investigate the current situations and circumstances of elementary school teacher positive leadership, student academic optimism and student well-being.The research methods included literature review and questionnaire survey. The survey objects were elementary school 6 grades students among Taoyuan County, Hsinchu County, Hsinchu City and Miaoli County. The study issued a total of 1001 questionnaires, with the return rate of 89.7%, among which there were 822 questionnaires valid.The data was analyzed by factor analysis, reliability analysis, descriptive statistics and structural equation modeling. The findings based on the results of the research are as follows: 1.The current situations of the teacher positive leadership perceived by students is good. 2.The current situations of the student well-being perceived by students is good. 3.The current situations of the student academic optimism perceived by students is good. 4." Student academic optimism " have a high explanatory power on student well-being. 5.It is mutually influential between the teacher positive leadership and student academic optimism to student well-being. Student academic optimism has the partial mediating effect between teacher positive leadership and student well-being. According to the research findings, some suggestions are proposed for the reference of education administrative units, elementary school teacher, and research staff engaged in future related researches.
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Tsai, Yu-Feng, and 蔡毓芬. "A Study on the Relationships among the Teacher Positive Leadership and Student Academic Optimism in Elementary Schools: ICT use as a Mediator." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ujg545.
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碩士國立清華大學
教育行政碩士在職專班
105
This study aims to investigate the current status and interrelationship of the elementary school teacher positive leadership, ICT use and the student academic optimism. This study adopted questionnaire survey. Questionnaire pertaining to the above three variables were editing by the researcher, and administered to a sample of sixth-graders from selected elementary schools in Taoyuan City, Hsinchu County, Hsinchu City and Miaoli County. There were 687 returned questionnaires with valid responses from 801 questionnaires and the return rate of 94.9%. The researcher conducted factor analysis, reliability analysis, descriptive statistics and structural equation modelling (SEM) for data analysis. The findings based on the results of the research are as follow: 1. The students’ perceptions toward teachers’ leadership belongs to high level. 2. The students’ perceptions toward academic optimism belongs to high level. 3. The students’ perceptions toward the use of ICT belongs to “middle-high” level. 4. It is mutually influential among the three variables. Teachers’ positive leadership has significant direct effect on students’ academic optimism, but the effect is also enhanced when the partial mediated by the use of ICT . This study suggests that to improve students’ academic optimism, the teacher positive leadership should be widely practiced and assisted instruction with the use of ICT.
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Chen, Jung Hsien, and 陳容銜. "Relationship among Academic Stress, Optimism/Pessimism and Learning Burnout of Vocational High School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/88630980470787927688.
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碩士國立屏東科技大學
技職教育研究所
104
The purpose of this study was to investigate the relationship among academic stress, optimism/ pessimism and academic burnout of vocational school students. The subjects of the study were 760 vocational high school students selected in six public vocational schools with stratified sampling. After excluding incompletely answered and answered in certain regulation, 686 questionnaires (90.26 %) were valid. The measures used in this research include: revised academic stress scale from Wang (2004), revised OPI from Yu (2003), revised academic burnout scale of college students from Huang and Hui(2011). With SPSS19.0 for Windows, the statistic methods used to analysis data in this research were One-way ANOVA, Pearson Product-moment Correlations, and Hierarchical regression. The major findings were as follows： First, vocational high school students’ academic stress showed significantly positive prediction capability for optimism/ pessimism tendency and academic burnout. Second, vocational high school students’ optimism/ pessimism tendency showed significantly position predictive capability for academic burnout. Third, vocational high school students’ optimism / pessimism tendency mediate the prediction of academic stress on academic burnout.
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Lee, Kao-Tsai, and 李高財. "A Study on Relationships Between Principals' Leadership for Learning and Students' Academic Optimism at Elementary Schools in New Taipei City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/6dzt24.
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博士國立臺北教育大學
教育經營與管理學系
105
This study explores the relationships between principals' leadership for learning and students' academic optimism at elementary school in New Taipei City. It also examines the extent of how principals' leadership for learning influences students academic optimism. It conducted through a questionnaire survey, which was distributed to elementary school teachers, including heads of department, section chiefs, homeroom teachers and subject teachers. A total of 1200 questionnaires were distributed, and 974 were returned. After removing 25 invalid responses, a total of 949 effective questionnaires remained, for a response rate of approximately 79%. The responses were evaluated through the descriptive statistics, t-test, one-way ANOVA analysis, Pearson product-moment correlation, and structural equation modeling via AMOS. The following conclusions were reached. 1. Principals' leadership for learning are at mid-level or above. 2. Students’ academic optimism is at mid-level or above. 3. Teachers of various genders and jobs have different perceptions towards their principals' leadership for learning, but their ages, years of service, and academic backgrounds do not lead to differences. 4. The size, age, location of the school, and principal's years of service, lead to different perceptions towards principals’ leadership for learning. 5. Teachers of different genders have different perceptions towards their students’ academic optimism, but their jobs, ages, years of service, and academic background do not lead to differences. 6. The size of the school and the principal's years of service lead to different perceptions towards students’ academic optimism, but the age and location of the school do not lead to differences. 7. There was significantly positive correlation between principals’ leadership for learning and students’ academic optimism. 8. Each of the facets of principals’ leadership for learning has different pathways and connections with students’ academic optimism, and thus has different levels of effectiveness. Learning vision had the greatest effect on principals’leadership for learning, followed by learning support, both of which had significant direct influence on principals’leadership for learning. Learning support had the greatest influence on professional learning, followed by teaching leadership and learning vision, all of which had significant direct influence on professional learning. On the whole, teaching leadership had the greatest influence on students’ academic optimism, followed by learning vision, learning support, and professional learning, all of which had significant direct influence on students’ academic optimism. Based on these conclusions from this study, this study proposes suggestions for the practice and research, for the reference of the educational authorities and school principals.
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Chiang, Han-Yu, and 蔣涵宇. "A Study on the Correlation between the Psychological Capital and Hardiness of Junior High School Students in Taichung City and Their Academic Optimism." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4am499.
Full textAbstract:
碩士國立臺東大學
進修部暑期諮商心理碩士專班
106
The purpose of this research is to study the correlation between the psychological capital and hardiness of junior high school students in Taichung City and their academic optimism, and secondly the current status of their psychological capital, hardiness and academic optimism as well as the difference under different background variables, so as to understand the correlation between their psychological capital and hardiness and their academic optimism. Finally, the research explores the predictive ability of the psychological capital and hardiness of junior high school students on their academic optimism. In this research, 785 of the junior high school students in Taichung City in the academic year of 2016 are selected as the research objects through stratified random sampling. The questionnaire survey method is adopted, and SPSS is used for the t test, single factor variance analysis, Pearson product-moment correlation and multivariate stepwise regression analysis. The conclusions of this research are as follows: 1. The psychological capital, hardiness and academic optimism of junior high school students in Taichung City are on the upper middle level. 2. Under different background variables, there are some significant differences in the psychological capital, hardiness and academic optimism of junior high school students in Taichung City. (1) On the academic optimism of junior high school students of different genders, the females are greater than the males, and the difference is significant. (2) The seventh-grade junior high school students have higher scores in psychological capital than the eighth-grade students, and the difference is significant. (3) There is no significant difference in the hardiness of the junior high school students of different grades. (4) The seventh-grade junior high school students have higher scores in academic optimism than the eighth-grade and the ninth-grade students, and the difference is significant. 3. There is a significant positive correlation between the psychological capital and hardiness of junior high school students in Taichung City and their academic optimism. (1) There is a significant positive correlation between the psychological capital of junior high school students and their academic optimism. (2) There is a significant positive correlation between the hardiness of junior high school students in Taichung City and their academic optimism. (3) There is a significant positive correlation between the psychological capital and hardiness of junior high school students. 4. The psychological capital and hardiness of junior high school students have a predictive ability on their academic optimism. Finally, recommendations are made based on the conclusions of the research as a reference for schools, teachers, students and follow-up researchers.
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Moore, Caryl. "Great expectations : the relations between expectancies for success and academic achievement." Thesis, 2000. http://hdl.handle.net/10500/17510.
Full textAbstract:
The main aims of this broad exploratory study were (a) to gain insights as to the
possible interrelations between Unisa students' expectations for success and a
variety of significant variables (such as their academic performance, self-perceptions,
confidence, motivation, self-determination, others' expectancies, locus of control and
attributions relating to previous performance), and (b) to discover possible
differences relating to various groups (i.e. racial and gender groups; 'pass' and 'fail'
groups; and 'realistic' and 'unrealistic' groups).
The results of 61 hypotheses are compared with a variety of theoretical
suggestions and past findings. It was found that, on the whole, the various groups,
inter alia, expected to succeed, were confident about the accuracy of their
expectations, perceived themselves to work hard, considered themselves to have
considerable ability and to be above class average. Despite this rosy outlook many
students failed the examinations. Two of the most striking findings of this study were
that (a) those who failed overestimated their future performance to a significantly
greater extent than those who passed, and (b) overestimations were negatively
correlated with achievement. In contrast to theory and numerous research findings,
the psychological profiles of 'overoptimists', 'realists', and 'underestimators' revealed
that overoptimistic expectancies and self-perceptions appear to be maladaptive in an
academic context. Indeed, the findings suggest that accurate or even underoptimistic
self-assessments may be more conducive to academic success. It is proposed that
overoptimism may reflect ignorance of standards required, of adequate study
methods, or may result in inappropriate preparation. In light of the findings, the
implications and possible benefits and dangers of overoptimistic expectations and
self-perceptions are discussed.
The subjects are 715 third year Unisa psychology students, who are more
heterogeneous than most other university students as they not only vary
considerably in age but also come from a variety of cultures and backgrounds.Psychology
D. Litt. et Phil. (Psychology)