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Anderson, Karen, Frances Kochan, Lisa A. W. Kensler, and Ellen H. Reames. "Academic Optimism, Enabling Structures, and Student Achievement." Journal of School Leadership 28, no. 4 (July 2018): 434–61. http://dx.doi.org/10.1177/105268461802800401.
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This study examined the relationships between enabling structures, academic optimism, and student achievement to determine whether academic optimism served as a mediator between the two. Student achievement was measured using both criterion-referenced and norm-referenced tests. Findings indicated a relationship between academic optimism, enabling structures, and student achievement. Also, academic optimism appeared to serve as a mediator between enabling structures and norm-referenced assessments but did not correlate with criterion-referenced tests. This study is one of only a few seeking to establish connections among enabling structures, academic optimism, and student achievement, measured at the school level, in elementary schools. The use of mediation also offers a unique perspective on the literature.
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Tschannen‐Moran, Megan, Regina A. Bankole, Roxanne M. Mitchell, and Dennis M. Moore. "Student Academic Optimism: a confirmatory factor analysis." Journal of Educational Administration 51, no. 2 (March 15, 2013): 150–75. http://dx.doi.org/10.1108/09578231311304689.
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Kariman, Fatemeh, and Soolmaz Nourabadi. "Investigating the relationship between hidden curriculum and academic optimism in upper secondary school students." Revista Tempos e Espaços em Educação 14, no. 33 (July 21, 2021): e16086. http://dx.doi.org/10.20952/revtee.v14i33.16086.
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This study aimed to determine the relationship between hidden curriculum and academic optimism in upper secondary school students. The research method was descriptive-correlational. The statistical population of this research consists of upper secondary school students of Pakdasht city in the academic year 2020-2021 with 3500 people. The sample size was determined based on Krejcie and Morgan table of 346 people. Also, for sampling, after estimating the sample size, the available random sampling method was use. In order to collect data, two standardized questionnaires were used for assessing the hidden curriculum (Fathi Vajargah) and the questionnaire for assessing academic optimism (Schennemoran). Descriptive statistics methods including: mean, percentage and frequency and inferential statistics such as: Pearson correlation test, one-sample t-test and multiple regression were used. SPSS22 was also used to analyze the collected data. The findings of Pearson correlation coefficient indicated that there is a significant relationship between the hidden curriculum and the academic optimism of the studied students at the alpha level of 0.01. Findings of one-sample t-test indicated that the students surveyed were at a relatively good level in terms of the components of academic optimism as well as the hidden curriculum. The results of correlation test showed that there is a significant relationship between the two components of the hidden curriculum (school social atmosphere and teacher-student interactions) with students 'academic optimism, but the findings showed that there isn’t any relationship between school organizational structure and students' academic optimism. The correlation coefficient also showed that there is a significant and direct relationship between the hidden curriculum and all components of students' academic optimism. Also, the findings of regression test indicated that the latent hidden curriculum variable explains 0.28 variance of academic optimism of the students and only the organizational structure of the school did not play a significant role in predicting students' academic optimism. Also, the findings of the regression test indicated that among components of hidden curriculum, the component of teacher-student interactions had the largest share in explaining and predicting changes in students' academic optimism.
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Shin, Min, and Doehee Ahn. "Reliability and Validation of the Student Academic Optimism Scale." Korean Association For Learner-Centered Curriculum And Instruction 16, no. 9 (September 30, 2016): 337–64. http://dx.doi.org/10.22251/jlcci.2016.16.9.337.
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Smith, Page A., and Wayne K. Hoy. "Academic optimism and student achievement in urban elementary schools." Journal of Educational Administration 45, no. 5 (August 21, 2007): 556–68. http://dx.doi.org/10.1108/09578230710778196.
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Hoy, Wayne K., C. John Tarter, and Anita Woolfolk Hoy. "Academic Optimism of Schools: A Force for Student Achievement." American Educational Research Journal 43, no. 3 (January 2006): 425–46. http://dx.doi.org/10.3102/00028312043003425.
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Pawitra, Maria Gracia Amara, and Wahyu Jati Anggoro. "The Role of Dispositional Optimism, Upward and Downward Counterfactual Thinking towards Student Persistence in Joining Competitions." Jurnal Psikologi 48, no. 2 (August 30, 2021): 31. http://dx.doi.org/10.22146/jpsi.64016.
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Persistence is a key element contributing to college students’ success in an academic competition. We argue that dispositional optimism, and upward and downward counterfactual thinking have influence in determining individuals’ persistence. This cross-sectional study aimed to examine the role of dispositional optimism, upward and downward counterfactual thinking among persistence of student participants in university competitions. It employed quantitative methods and data were collected through the use of Dispositional Optimism Scale, Counterfactual Thinking Scale, and Persistence Scale. College students (N=204) who have competed in university competitions were recruited using a non-probability sampling method. Multiple regression assisted the data analysis process. Result showed that both dispositional optimism and upward counterfactual thinking simultaneously predicted students’ persistence. However, downward counterfactual thinking was unable to predict the students’ persistence. The research suggests that student competitors should enhance their optimism by developing positive thoughts concerning future competitions, as well as forming upward counterfactual thinking in subsequent competitions.
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Montgomery, R. L., F. M. Haemmerlie, and D. M. Ray. "Psychological Correlates of Optimism in College Students." Psychological Reports 92, no. 2 (April 2003): 545–47. http://dx.doi.org/10.2466/pr0.2003.92.2.545.
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This study assessed optimism held by 300 college students at a mid-western university using Scheier and Carver's Life Orientation Test. Optimism ratings were compared to measures of psychological functioning. Analysis showed that optimism was significantly associated with all of the adjustment measures (social, academic, personal, and goal commitment) assessed with Baker and Siryk's Student Adaptation to College Questionnaire, higher self-esteem measured with Rosenberg's Self-esteem scale, and with lower ratings of loneliness as assessed with the Revised UCLA Loneliness Scale.
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Wagner, Charles A., and Michael F. Dipaola. "Academic Optimism of High School Teachers: Its Relationship to Organizational Citizenship Behaviors and Student Achievement." Journal of School Leadership 21, no. 6 (November 2011): 893–926. http://dx.doi.org/10.1177/105268461102100607.
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The purpose of this study is to build on an emergent research base for academic optimism by testing the construct and its relationship to student achievement and organizational citizenship behaviors in schools in a sample of public high schools. All participants in this study were full-time teachers guidance counselors, and other full-time professional instructional faculty from 36 public high schools in Virginia serving Grades 9–12. Although not random the sample comprised a demographic and geographic range of Virginia's 308 high schools featuring Grades 9–12. The data for this study were aggregated at the school level to support the school as the unit of analysis. The three dimensions of academic optimism were shown to correlate significantly with student achievement even when controlling for student family background. The findings in this study also confirm that academic optimism and organizational citizenship behaviors in schools are strongly correlated. Measuring teachers’ beliefs and perceptions about themselves, their colleagues, and their schools can provide important insights into the school's collective belief about instruction, learning, and student achievement and help principals improve the quality of schools’ learning contexts.
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Oldac, Yusuf Ikbal, and Yasar Kondakci. "Multilevel analysis of the relationship between school-level variables and student achievement." Educational Management Administration & Leadership 48, no. 4 (February 10, 2019): 762–80. http://dx.doi.org/10.1177/1741143219827303.
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The purpose of this study was to investigate the relationship between student achievement and a set of school-level variables, including distributed leadership, academic optimism, teacher collaboration and enabling school structure. The study was designed as correlational research. A Hierarchical Linear Modeling (HLM) analysis was conducted with a data set collected from 23,053 students and 426 teachers from 40 randomly selected public schools in Turkey. The data were collected using previously developed scales and student achievement data from the Ministry of National Education. HLM results revealed that two dimensions of academic optimism – namely collective efficacy and trust in clients – and hindering bureaucracy significantly predicted between-school differences in student achievement. The tested HLM model explained 60% of the variation in student achievement across schools. The results revealed that student achievement is shaped by school-level variables that are tied to the structural and functional characteristics of schools in Turkey. However, these school characteristics are rooted in the societal structures and cultural characteristics of the country. Hence, it is concluded that a reinterpretation of common school-level variables used to predict student achievement in the contexts of different countries is necessary.
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Shabrina, Ghaisany, Sunawan Sunawan, and Catharina Tri Anni. "Optimisme dan Kontrol Diri dengan Coping Stress pada Mahasiswa S1Bimbingan dan Konseling UNNES." Indonesian Journal of Guidance and Counseling: Theory and Application 8, no. 1 (June 10, 2019): 19–25. http://dx.doi.org/10.15294/ijgc.v8i1.19882.
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Penelitian ini bertujuan untuk mengetahui hubungan antara optimisme dan kontrol diri dengan coping stress terhadap tuntutan akademik pada mahasiswa S1 bimbingan dan konseling UNNES. Penelitian ini merupakan penelitian ex post facto dengan sampel berjumlah 157 dari populasi 288 mahasiswa dengan teknik pengambilan sampel proportionate stratifed random sampling. Skala coping stress diadaptasi dari COPE, skala optimisme diadaptasi dari LOT-R, dan skala kontrol diri diadapatasi dari SCS, skala tersebut digu nakan dalam pengumpulan data dengan reliabilitas 0,940, 0,769, dan 0,937. Adapun teknik analisis data menggunakan regresi ganda. Hasil penelitian menunjukan bahwa antara optimisme dengan coping stress memiliki hubungan yang signifikan (R=0,529, f(1,155) = 60,101, p = <0,01), kemudian hubungan antara kontrol diri dengan coping stress juga memiliki hubungan yang signifikan (R=0,366, f(5,150) = 78,544, p = <0,01). Begitu pula antara optimisme dan kontrol diri dengan coping stress juga memiliki hubungan yang signifikan (R=0,892, f(2,155) = 298,581, p = <0,01).
Thia research aims to know the relationship between optimism and self control with respect to coping stress academic coping stress in undergraduate student guidance and counseling UNNES. This research is an ex postfacto research with a sample of 157 of the population amounted to 288 students with technique of sampling proportionate stratified random sampling. The scale of coping stress in the adaption of the COPE, the scale of optimism in the adaption of the LOT-R, and the scale of self control in the adaption SCS, the scale used in the collection of data with reliability 0,940, 0,769 and 0,937. As for the analysis techniques using double regression. Results of the study showed that between optimism coping stress have a significant relationship (R= 0,529 f(1,555)= 60,101, p =<0,01) then the relationship between coping stress with self control also has a significant relationship (R= 0,366, f(5,150) = 78,544, p=<0,01). Similarly, between optimism and self control with coping stress also has a significant relationship (R= 0,892, f(2,155)= 289,581, p=<0,01).
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Kulophas, Dhirapat, and Philip Hallinger. "Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand." Journal of Educational Administration 58, no. 6 (July 31, 2020): 605–27. http://dx.doi.org/10.1108/jea-12-2019-0222.
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PurposeResearch on school leadership has confirmed that principals influence teacher and student learning by building an “academic-focused ethos” in their schools. In this study, our objective was to examine if and how the learning-centered leadership of principals influenced academic optimism of teachers and the resulting effects on their engagement in professional learning. More specifically, we examined this hypothesized set of leadership effects among teachers and principals in high schools located in Thailand.Design/methodology/approachThe study was conducted with 1,763 teachers and 152 principals from 159 randomly selected, medium size secondary schools located in Thailand. The research employed multi-level structural equation modeling and bootstrapping analyses in order to test and explore these relationships in a mediation model of school leadership effects on teacher professional learning through academic optimism.FindingsResults of this study reinforce prior research which has found that principal leadership can have significant direct and indirect effects on the professional learning of teachers. This finding is important because, as elaborated earlier, scholars believe that teacher professional learning is a key to sustainable improvement in schools. More specifically, our results extend prior research in two ways. First, as the first study to link Learning-Centered Leadership with Academic Optimism, this study extends findings that point to the role of school leadership in sustaining a culture of academic optimism in schools. Second, this study also established Academic Optimism as a mediator through which school leadership supports Teacher Professional Learning.Research limitations/implicationsAlthough our results support a positive conclusion concerning the effects of school leadership and academic optimism on teacher learning, this was a cross-sectional study. Therefore, caution must be exercised before drawing causal attributions. For example, research has also found that teachers who work in schools that evidence features of a professional learning community are more likely to have a greater sense of collective teacher efficacy, a variable that is also associated with Academic Optimism. Therefore, although our study proposed Academic Optimism as the mediator and teacher professional learning as the dependent variable, it is also possible that this relationship could be reversed or reciprocal (i.e. mutually reinforcing). Future research should continue to examine these possibilities using longitudinal and/or experimental research designs that enable clearer delineation of causal relationships. We also suggest the utility of qualitative and mixed methods studies capable of exploring in greater depth the mechanisms through which school leadership contributes to productive teacher learning.Practical implicationsThere is a need in Thailand, and elsewhere, to redefine the formal roles and professional standards of school leaders to include learning-centered practices. These standards should be embedded into the redesign of pre-service and in-service education programs for teachers and principals. We believe that, at present, relatively few school leaders in Thailand genuinely understand the meaningful impact they can have on teacher learning, and by extension, on student learning. Thus, there is a need for systemic change that recasts the nature of leadership expected from principals as well as the level of lifelong learning expected of teachers.Originality/valueThe findings from this research contribute to an evolving knowledge base on how school leaders influence teacher learning in different national contexts. The research also extends prior research by exploring the role of academic optimism as a mediator of school leadership effects on teacher learning.
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Vossen, Emma. "Publish AND Perish: On Publishing, Precarity and Poverty in Academia." Journal of Working-Class Studies 2, no. 2 (December 1, 2017): 121–35. http://dx.doi.org/10.13001/jwcs.v2i2.6095.
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We have all heard the phrase ‘publish or perish’ but what does perishing actually look like? Are you publishing and still perishing? In this article, Vossen probes into the complexity of academic publishing from her perspective as both a poor PhD student and the editor-in-chief of Game Studies publication First Person Scholar. Vossen argues that academic publishing (examining both journal articles and academic manuscripts) exploits the labour of grad students and contract workers by encouraging them to publish their work without compensation in the hopes of attaining tenure-track employment in the future. This ‘work for exposure’ method is dependent on the optimism of young scholars, the majority of whom will not attain tenure-track positions. Vossen focuses specifically on how academic journal articles function as both currency and commodity, devaluing alternative forms of research sharing (such as the work published in First Person Scholar) which is seen as ‘academic waste’ that doesn't ‘count’. Academic journal articles are intrinsically linked to an academics ‘worth’ both culturally and financially and therefore, many untenured academics feel they can't take the financial risk of publishing outside of traditional venues for fear of furthering their descent into debt and poverty. Vossen and the staff of First Person Scholar have attempted to remedy the system in their field of Game Studies by both paying academics for their writing and firmly rejecting opportunities to become an academic journal to instead be considered a ‘middle state publication’. Lastly, Vossen discusses opting out of the publish or perish game as a grad student and what you lose when you decide not to play.
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Wu, Jason H. "Academic optimism and collective responsibility: An organizational model of the dynamics of student achievement." Asia Pacific Education Review 14, no. 3 (July 10, 2013): 419–33. http://dx.doi.org/10.1007/s12564-013-9269-6.
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Ferguson, Maria. "Washington View." Phi Delta Kappan 98, no. 7 (March 22, 2017): 74–75. http://dx.doi.org/10.1177/0031721717702639.
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Despite the Trump administration’s worrisome embrace of “alternative facts,” education researchers have cause for optimism: They now have access to richer and more reliable data than ever before. Two data sets — the U.S. Department of Education’s Civil Rights Data Collection and the Stanford Education Data Archive — offer unprecedented opportunities to study not just academic achievement but a whole range of important factors influencing student success, including school discipline, bullying, chronic student absenteeism, teacher and student equity, preschool education, and college- and career-readiness.
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Tillotson, Calantha. "Sources: The Personal Librarian: Enhancing the Student Experience." Reference & User Services Quarterly 54, no. 4 (June 19, 2015): 75. http://dx.doi.org/10.5860/rusq.54n4.75a.
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The Personal Librarian: Enhancing the Student Experience champions the personal librarian concept as a revolutionary solution to many of the issues currently facing academic libraries, revealing what a personal library program can do for a library and how such a program should be built. The book is well crafted, flowing and connecting exceptionally well, despite the fact that each chapter embodies a completely separate essay. In particular, the book's organization provides readers with an easy transition from skeptical critic to enthusiastic participant, as each chapter transfers the energy and optimism of the authors to the reader.
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Yeo, Lay See, and Kayce Tan. "Attributional Style and Self-Efficacy in Singaporean Adolescents." Australian Journal of Guidance and Counselling 22, no. 1 (June 2012): 82–101. http://dx.doi.org/10.1017/jgc.2012.1.
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This investigation examined the relationship between adolescent students’ attributional style and their perceived academic self-efficacy using the Children's Attributional Style Questionnaire (CASQ) (Seligman et al., 1984) and Multidimensional Scales of Perceived Self Efficacy (Bandura, 1989). Attributional style, defined as the way in which people explain events (Abramson, Seligman, & Teasdale, 1978), is represented by three dimensions: permanence, pervasiveness, and personalisation. Statistically significant differences were observed between attributional style for gender and academic streams. Females were more optimistic and hopeful than males. They attributed permanence to good events, but assumed personal responsibility for bad events. Males displayed a more negative attributional style, perceiving negative events as permanent and pervasive. Higher-ability students reported greater optimism about their future compared to their lower-ability students. No gender and ability differences were found for academic self-efficacy. Students’ attributional style was positively associated with their efficacy for self-regulated learning. Findings were interpreted in terms of educational implications and student empowerment, with suggestions made for future studies.
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Goertzen, Brent J., and Brett L. Whitaker. "Development of psychological capital in an academic-based leadership education program." Journal of Management Development 34, no. 7 (July 13, 2015): 773–86. http://dx.doi.org/10.1108/jmd-07-2013-0100.
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Purpose – The purpose of this paper is to examine the impact of an academic-based, leadership education program on the development of psychological capital (PsyCap). Design/methodology/approach – Data were collected from students at the entry-point (Time 1), mid-point (Time 2) and end-point (Time 3) of the leadership program, across all modes of delivery. Statistical analysis was performed to determine changes in psychological capacity. Findings – Results indicated PsyCap capacities (self-efficacy, optimism, hope and resiliency) may be impacted through leadership training and that online delivery appeared to have the greatest impact on student PsyCap development. Research limitations/implications – The paper concludes with a discussion of limitations and future directions of research that are needed. Limitations include non-individual tracking, and a somewhat small sample size in one of the samples. Implications include further research into a potential response shift bias among participants, research regarding the impact of educational modality and student maturity and self-awareness. Practical implications – The paper describes implications for practitioners in higher education, as well as more broadly for educators who are attempting to develop positive psychological capacities in their students. Originality/value – This paper expands upon a developing field in positive organizational psychology by focussing on development within leadership education.
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Meyer, Barbara Bedker. "From Idealism to Actualization: The Academic Performance of Female Collegiate Athletes." Sociology of Sport Journal 7, no. 1 (March 1990): 44–57. http://dx.doi.org/10.1123/ssj.7.1.44.
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Semistructured interviews are used to examine the attitudes and subjective feelings of female collegiate athletes concerning their roles as student-athletes. The women begin college with an idealistic view of education; this view is strengthened over time. The athletic subculture the women are a part of, as well as their classroom and academic experiences, may to some degree influence or reinforce their educational optimism. The results of the current study are compared to those of Adler and Adler (1985), who studied male athletes. The experiences in question are discussed and possible explanations for the gender related similarities/differences are explored.
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Yoo, Kaehwan, and Yeon Choi. "The Impact of Optimism on Academic Self-concept: The Mediation Effect of Friendship, Teacher-Student Relationship." Journal of Humanities and Social sciences 21 10, no. 4 (August 30, 2019): 559–74. http://dx.doi.org/10.22143/hss21.10.4.40.
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Goodenough, Anne E., Hazel Roberts, David M. Biggs, James G. Derounian, Adam G. Hart, and Kenny Lynch. "A higher degree of resilience: Using psychometric testing to reveal the benefits of university internship placements." Active Learning in Higher Education 21, no. 2 (December 19, 2017): 102–15. http://dx.doi.org/10.1177/1469787417747057.
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Resilience is a multifaceted concept but, in the context of learning, it can best be thought of as an individual’s capacity to create and maximise opportunities as well as responding positively to setbacks and challenges. Developing students’ resilience is becoming increasingly important. Research has shown resilience links to attainment, retention, engagement and employability. However, very little work has examined what aspects of curricula enhance resilience and the particular role of active learning frameworks in achieving this. In this study, we analyse the effects of optional real-world internship placements on eight measures of resilience. Psychometric testing was conducted twice per student – at the start of their second academic year and again at the end. Students choosing an internship had significantly higher challenge orientation and adaptability scores than other students in the same cohort. Adaptability of both interns and non-interns improved over the academic year, but improvement was significantly higher for interns. Scores for optimism, purposeful direction and ingenuity significantly increased between start-of-year and end-of-year tests for interns versus a decline for non-interns. We conclude that facilitating student engagement with real-world issues and challenges through supported internships within an active learning framework is an important mechanism for increasing students’ resilience.
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Paula, Veronica, and Fransisca I. R. Dewi. "PERAN PSYCHOLOGICAL CAPITAL TERHADAP STUDENT ENGAGEMENT MAHASISWA KEPERAWATAN TINGKAT AKHIR [THE ROLE OF PSYCHOLOGICAL CAPITAL IN FINAL-YEAR STUDENT ENGAGEMENT]." Nursing Current Jurnal Keperawatan 8, no. 1 (October 14, 2020): 85. http://dx.doi.org/10.19166/nc.v8i1.2725.
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<p><em>Introduction: The quality of education is measured through satisfactory learning achievements. Student success in learning is assessed based on learning outcomes. Students need to increase their desire to learn, thus students need to increase involvement in the learning process. The desire to learn can be increased by developing psychological strengths that exist in students which can be incorporated in one variable called psychological capital. The purpose of this study is to determine the role of psychological capital in student engagement during their senior year as nursing students. Research methods: This study was conducted using quantitative correlation methodology. The instruments used in this study were the Academic Psychological Capital Questionnaire (A-PCQ) and the University Student Engagement Inventory (USEI). Participants in this study were 130 senior nursing students. The results of the study: The result shows that the dimensions of psychological capital has a significant role in the involvement of students. The different dimensions of psychological capital included in the analysis are: (1) self-efficacy (p-value = 0,000), (2) resilience (p-value = 0.019), (3) optimism (p-value = 0.016) and (4) expectations (p- value = 0.558). Recommendation: Researchers can explore the internal factors in senior nursing students that help them develop self-efficacy, hope, resilience, and optimism. These dimensions are necessary for nursing students' progress to advanced learning and improvement of their achievements. Researchers then need to examine the impact of psychological capital in influencing leadership effectiveness, teamwork, and readiness to change.</em></p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Pendahuluan: Mutu pendidikan diukur melalui prestasi belajar yang tinggi dan memuaskan merupakan dambaan setiap mahasiswa untuk membanggakan orang tua. keberhasilan mahasiswa dalam belajar dinilai berdasarkan hasil belajar. Mahasiswa perlu meningkatkan keinginan belajar, sehingga mahasiswa perlu meningkatkan keterlibatan dalam proses pembelajaran. Keinginan untuk belajar dapat ditingkatkan dengan mengembangkan kekuatan-kekuatan psikologis yang ada dalam diri mahasiswa yang tergabung dalam satu variabel yaitu <em>psychological capital</em>. Tujuan penelitian: untuk mengetahui peran <em>psychological capital</em> terhadap <em>student engagement</em> mahasiswa keperawatan tingkat akhir. Metode penelitian: kuantitatif korelasi, alat ukur yang digunakan dalam penelitian ini adalah <em>Academic</em> <em>Psychological Capital Questionnaire (</em>A<em>-</em>PCQ) dan <em>University</em> <em>Student Engagement Inventory </em>(USEI). Partisipan pada penelitian ini berjumlah 130 mahasiswa keperawatan tingkat akhir. Hasil penelitian: menunjukkan peranan yang siginifikan bahwa dimensi <em>psychological capital </em>memiliki peranan terhadap keterlibatan mahasiswa adalah Efikasi diri (<em>p-value</em>= 0,000), resilien (<em>p-value</em> = 0,019), dan optimis (<em>p-value</em> = 0,016) sedangkan harapan (<em>p-value</em> =0,558). Rekomendasi: Peneliti selanjutnya maka peneliti dapat menggali faktor yang berhubungan dengan melakukan tinjauan pada aspek yang berasal dalam diri yaitu <em>psychological capital</em> dan tinjauan faktor yang berasal dari luar diri mahasiswa yaitu <em>student engagement</em>, pada mahasiswa keperawatan tingkat awal, untuk melihat peranan <em>psychological capital </em>dan <em>student engagement</em>nya. meneliti variable-variabel lain yang dapat diprediksi melalui <em>psychological capital.</em> Serta perlu menguji dampak dari <em>psychological capital</em> dalam memengaruhi efektivitas kepemimpinan, kerjasama tim, kesiapan untuk berubah.</p>
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Baron, Hannah, Robert A. Blair, and Shelby Grossman. "Teaching Trump: Why Comparative Politics Makes Students More Optimistic about US Democracy." PS: Political Science & Politics 52, no. 2 (January 4, 2019): 347–52. http://dx.doi.org/10.1017/s1049096518002123.
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ABSTRACTHow does learning about democratic erosion in other countries shape opinions about the state of democracy in the United States today? We describe lessons learned from a collaborative course on democratic erosion taught at nearly two dozen universities during the 2017–18 academic year. We use survey data, student-written blog posts, exit questionnaires, and interviews with students who did and did not take the course to explore the effects of studying democratic erosion from a comparative perspective. Do comparisons foster optimism about the relative resilience of American democracy or pessimism about its vulnerability to the same risk factors that have damaged other democracies around the world? Somewhat to our surprise, we find that the course increased optimism about US democracy, instilling greater confidence in the relative strength and longevity of American democratic norms and institutions. We also find, however, that the course did not increase civic engagement and, if anything, appears to have exacerbated skepticism toward activities such as protest. Students who took the course became increasingly sensitive to the possibility that some forms of civic engagement reflect and intensify the same threats to democracy that the course emphasized—especially polarization.
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Hands, Africa S. "Tapping into the assets of first-generation students during times of transition." Information and Learning Sciences 121, no. 7/8 (June 10, 2020): 611–18. http://dx.doi.org/10.1108/ils-04-2020-0065.
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Purpose This paper aims to present research on the assets of first-generation college students and offer asset-based practices that can be implemented to support students during emergency transitions. Design/methodology/approach This paper reviews the literature related to first-generation college students and cultural wealth and then details practices for implementation by librarians working to enhance the transition to online learning for this student group. Findings The author identified in the literature six assets of first-generation college students: reflexivity, optimism, academic resilience, goal-orientation, civic-mindedness and proactivity. These assets coupled with Yosso’s concept of community cultural wealth provide a frame of reference for examining and implementing services and programs to enhance the educational experience of first-generation college students during emergency transitions. Originality/value Whereas existing literature on first-generation college students assumes a deficit lens, this paper puts forth the cultural assets of this population that may be leveraged by librarians. Student assets are positioned alongside forms of capital that also may be utilized to guide the work of librarians.
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Chang, I.-Hua. "A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools." School Leadership & Management 31, no. 5 (November 2011): 491–515. http://dx.doi.org/10.1080/13632434.2011.614945.
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Leithwood, Kenneth, and Jingping Sun. "Academic culture: a promising mediator of school leaders’ influence on student learning." Journal of Educational Administration 56, no. 3 (May 9, 2018): 350–63. http://dx.doi.org/10.1108/jea-01-2017-0009.
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Purpose This study is a quantitative exploration of a new construct the authors label as “academic culture (AC).” Treating it as generalized latent variable composed of academic press (AP), disciplinary climate (DC), and teachers’ use of instructional time, the purpose of this paper is to explore the potential of this construct to be a key mediator of school leaders’ influence on student learning. The study is guided by three hypotheses. Design/methodology/approach Responses by 856 elementary teachers from 70 schools to an online survey measured the three components of AC along with school leadership (SL). Provincial tests of writing, reading, and math were used as measures of student achievement (SA). Social economic status (SES) was used as control variable for the study. Data were summarized using descriptive statistics and correlations were calculated among all variables. Analyses included intra-class correlation analysis, regression equations, confirmatory factor analysis, and structural equation modeling. Findings Evidence confirmed the study’s three hypotheses: first, AP, DC, and instructional time formed a general latent construct, AC; second, AC explained a significant proportion of the variance in SA, controlling for student SES; and third, AC was a significant mediator of SL’s influence on SA. Concepts and measures of academic optimism (AO) and AC are compared in the paper and implications for practice and future research are outlined. Originality/value This first study of AC explored the relationship between AC and SA. Although at least two AO studies have included measures of distributed leadership, minimal attention has been devoted to actually testing the claim that AO is amenable to the influence of explicit leadership practices (as distinct from enabling school structures) and is a powerful mediator of SL effects on student learning. Addressing this limitation of AO research to date, the present study included a well-developed measure of leadership practices and assessed the value of AC as a mediator of such practices.
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Boonen, Tinneke, Maarten Pinxten, Jan Van Damme, and Patrick Onghena. "Should schools be optimistic? An investigation of the association between academic optimism of schools and student achievement in primary education." Educational Research and Evaluation 20, no. 1 (December 3, 2013): 3–24. http://dx.doi.org/10.1080/13803611.2013.860037.
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Ali-Abadi, Tayyebeh, Abbas Ebadi, Hamid Sharif Nia, Mohsen Soleimani, and Ali Asghar Ghods. "Development and psychometric properties of the Nursing Student Academic Resilience Inventory (NSARI): A mixed-method study." PLOS ONE 16, no. 6 (June 15, 2021): e0252473. http://dx.doi.org/10.1371/journal.pone.0252473.
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Introduction Resilience has been proposed as a suitable solution to better deal with nursing students in cases of challenges but the complex and multidimensional nature of resilience has made its measurement challenging. This study aimed to develop and validate a new inventory theory-driven labeled Nursing Student Academic Resilience Inventory. Methods This study was performed with an exploratory sequential mixed-method design. In the qualitative phase of the study, individual interviews were conducted by including 15 participants to elicit the concept of resilience through purposive sampling. In the quantitative phase, psychometric analysis of the extracted items was performed using face, content, and construct validities (exploratory and confirmatory factor analyses) on a sample size of 405 nursing students. Besides, reliability has been tested using internal consistency and test-retest methods. According to the COSMIN standards, beside two important indicators of validity and reliability, responsiveness and interpretability were also considered. Results A 6-factor structure (optimism, communication, self-esteem/evaluation, self-awareness, trustworthiness, and self-regulation) with 24 items were extracted in terms of the derived categories from the qualitative phase. In confirmatory factor analysis, the χ2/df ratio was calculated as 2.11 for the NSARI six-factor structure. Suitable values were obtained for the goodness of fit indices (CFI = 0.904, AGFI = 0.885, IFI = 0.906, PCFI = 0.767, and RMSEA = 0.053). In the second-order factor analysis, AVE = 0.70 indicated the existence of both convergent and divergent validities. The Cronbach’s alpha and omega coefficients were investigated as (0.66–0.78) and (0.66–0.80), respectively. The AIC was between 0.33 and 0.45 for all factors, which is an acceptable rate. Additionally, an intraclass correlation coefficient (ICC) was obtained as .903 for the whole instrument (CI .846- .946, P <0.0001). Conclusion Multidimensional nature of resilience was supported through exploring its 6-factor structures in the nursing students’ field. This tool also showed an acceptable validity and reliability for measuring resilience in the population of nursing students.
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Luthans, Kyle W., Brett C. Luthans, and Noel F. Palmer. "A positive approach to management education." Journal of Management Development 35, no. 9 (October 10, 2016): 1098–118. http://dx.doi.org/10.1108/jmd-06-2015-0091.
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Purpose The purpose of this paper is to examine the relationship between the positive psychological strengths of undergraduate business students, collectively known as positive psychological capital (PsyCap), and their levels of engagement. Design/methodology/approach This study has a cross-sectional design in which students from two Midwestern universities were surveyed regarding their levels of PsyCap and levels of engagement in educationally sound activities. Item response theory (IRT) and hierarchical regression were used to test study hypotheses. The authors assessed measurement validity using confirmatory factor analyses in MPLUS 7.0 using four-category 2PL graded response models with a weighted least squares means and variance adjusted estimator. Hierarchical regression was used to control for alternative explanations of variance in assessing the effects of PsyCap on student engagement. Findings Using measures of student engagement drawn from the National Survey of Student Engagement, the analysis indicated significant positive relationships between the academic PsyCap of 323 undergraduate business students and their levels of student-faculty engagement (SFE; r=0.30, p<0.01), community-based activities (CBA; r=0.28, p<0.01), and transformational learning opportunities (TLO; r=0.19, p<0.01). A series of hierarchical regressions also indicated that PsyCap is a significant predictor of student engagement as assessed against SFE, CBA, and TLO. Research limitations/implications The findings from this study suggest that further research examining the relationship between PsyCap development and student engagement could have significant implications for management educators. The positive associations found between these key variables could be utilized by management educators to implement novel and effective teaching interventions for developing the PsyCap of their students and, ultimately, increase their students’ levels of engagement. Originality/value Although extant research has demonstrated connections between positive psychological constructs (i.e. hope, self-efficacy, resilience, optimism) and student engagement, this is the first study to take a holistic view of developable, positive psychological capacities, collectively assessed as PsyCap, and examine the potential impact on three recognized dimensions of student engagement.
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Martin, Joseph D. "Science in the Age of Invincible Surmise." Historical Studies in the Natural Sciences 51, no. 2 (April 1, 2021): 179–208. http://dx.doi.org/10.1525/hsns.2021.51.2.179.
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The Michigan Memorial–Phoenix Project at the University of Michigan was an unusual specimen of the post–World War II nuclear research initiative. Its origins were modest; it sprang from a student-led effort to construct a living war memorial—a mission it maintained even as it grew into a peaceful-atom program. Rather than taking advantage of the copious government support for scientific research available after World War II, it drew funds from Michigan alumni and from industry, based on the conviction that these routes offered greater possibility of academic freedom. And its architects conceived of nuclear research unusually broadly, including not just the physical sciences and engineering, but also the biological, social, and human sciences, law, education, medicine, and other areas. These ways in which the Phoenix Project was exceptional nevertheless tell us much about how it was exemplary. The optimism that animated the project contrasts with widespread and well-documented currents of nuclear fear, but indicates a stable vein of nuclear optimism in the early post–World War II era. The suspicion of government secrecy regimes harbored by its founders led them to pursue unorthodox patronage relationships for a nuclear research initiative, which nevertheless reveals the flexibility of the contemporary funding context. And the project’s unusually broad notion of nuclear research indicates the local flexibility of nuclearity in the late 1940s and early 1950s. This paper is part of a special issue entitled “Revealing the Michigan Memorial–Phoenix Project.”
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Nathania, Karla, and Irene Prameswari Edwina. "Hubungan antara Optimism dan Academic Adjustment Mahasiswa Semester Tiga Fakultas Psikologi di Universitas "X" Bandung." Humanitas (Jurnal Psikologi) 2, no. 1 (April 27, 2018): 49–62. http://dx.doi.org/10.28932/humanitas.v2i1.1045.
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In the early years of university learning, university students required academic adjustment in regards to the differences between the learning demands and strategies between senior high school and university. Academic adjustment is a required process to fulfill academic needs appropriately. Schneider (1964), Aspinwal & Taylor (1992) found that students who are optimist were more likely to undergo the transition from senior high school to university with a lower level of stress. Seligman (2006) stated optimism as a way for individuals to explain and link an event that is perceived to be wonderful as personal, permanent, and pervasive. 129 students from the Faculty of Psychology participated in this research. The measures used based on Seligman’s theory weas Schneider academic adjustment. The validity of the measure was between 0.3-0.65 and the validity of the academic adjustment measure was between 0.3-0.62. The reliability of the optimism measure was between 0.17-0.64 and the reliability of the academic adjustment measure was 0.874. Based on the analysis of the data and the results of the Spearman Rank Correlation test, there was a quite significant finding on the relationship between optimism and academic adjustment. The aspect of permanence was found to have a stronger relationship with academic adjustment in comparison to the other two aspects of optimism. Future research suggested further research in understanding the role of optimism towards the academic adjustment of the university students of the Faculty of Psychology. The staffs of the faculty of psychology could utilised the results of this research to assemble an optimism and academic adjustment training for the recently enrolled university students.
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Subekti, Adaninggar Septi. "Indonesian L2 Learners’ Resilience and Self-directed Learning in Online Classes: A Correlational Study." JEELS (Journal of English Education and Linguistics Studies) 8, no. 1 (May 1, 2021): 27–47. http://dx.doi.org/10.30762/jeels.v8i1.2662.
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The present study aimed to investigate Indonesian second language (L2) learners’ level of resilience and the relationship between their resilience and their self-directed learning (SDL) in an online learning setting at the time of the Covid-19 pandemic. The present study used a survey method by distributing Google Form questionnaires. The participants were 187 university student participants taking English for Academic Purposes (EAP) classes online in their respective departments. It was conducted to fill the void in resilience literature in the Indonesian L2 context and to find out the Indonesian learners’ resilience in the online learning setting as well as to know whether learners’ resilience was associated with their SDL, a critical element to succeed in online learning. The study found that learners possessed a high level of resilience. Learners were found to have a high level of realistic optimism and self-discipline, prominent characteristics of resilience. However, they reported a slightly lower level of capability in handling multiple tasks at the same time. The study further found that learners’ resilience was significantly, moderately, and positively correlated with their SDL. Based on the findings, possible contributions and implications are stated alongside the limitations of the study and possible directions for future research.
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Mitchell, Roxanne M., Brenda J. Mendiola, Randall Schumacker, and Xaviera Lowery. "Creating a school context of success." Journal of Educational Administration 54, no. 6 (September 5, 2016): 626–46. http://dx.doi.org/10.1108/jea-02-2015-0018.
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Purpose The purpose of this paper is to use SEM to explore the effects of enabling school structure (ESS) and academic optimism (AO) on school achievement (SA). Design/methodology/approach A sample of 58 urban schools, including 42 elementary schools and 16 middle schools in a southeastern district in the USA were included in this study. Structural equation modeling was used to test the effects of three exogenous predictor variables (ESS, elementary status, and socio-economic status (SES)) on a latent mediating variable (AO) and a latent dependent variable (academic achievement). Findings Findings confirm that three factors; collective efficacy, faculty trust in clients, and academic emphasis come together to create the general latent construct referred to as AO by Hoy et al. (2006). Findings also support the importance of ESS in establishing a culture of AO. Together ESS, AO, elementary school level, and SES explained 77 percent of the variance in SA, with AO having the most significant effect above and beyond the effects of SES. Research limitations/implications This study was based on a sample of schools in the Southern portion of the USA. Findings may not be generalizable to other areas. The lack of availability of individual student achievement data prevented the use of hierarchical linear modeling. Practical implications Findings from this study point to the importance of administrators establishing flexible rules and regulations and engaging in a leadership style that is collaborative. It appears that ESS not only promotes the establishment of AO but contributes to increased SA and is likely to be critical for upper levels of schooling. Social implications Reform efforts need to involve parents and community members. AO may provide an appropriate lens to further explore parent and community perceptions of reform efforts and relationships with administrators and teachers. ESS may assist in creating the structures necessary for increased parent and community involvement as well as increased perceptions of AO. Originality/value This study is one of only three studies known to explore the effects of ESS on AO and is one of the first known studies to explore these effects in a middle school setting.
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Sarouni, Ali Sedigh, Hossein Jenaabadi, and Abdulwahab Pourghaz. "The Relationship of Mental Pressure with Optimism and Academic Achievement Motivation among Second Grade Male High School Students." International Education Studies 9, no. 8 (July 26, 2016): 127. http://dx.doi.org/10.5539/ies.v9n8p127.
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<p class="apa">The present study aimed to examine the relationship of mental pressure with optimism and academic achievement motivation among second grade second period male high school students. This study followed a descriptive-correlational method. The sample included 200 second grade second period male high school students in Sooran. Data collection tools in the current study were the Ursula Markham Mental Pressure Inventory (1976), the Tschannen-Moran et al. Optimism Scale (2013), and the Hermans Academic Achievement Motivation Questionnaire (1977). The obtained data was analyzed using both descriptive and inferential statistics (Pearson correlation coefficient and regression analysis) via SPSS software. The results indicated that mental pressure was significantly and negatively related to optimism (P<0.01), such that with an increase in mental pressure, students’ optimism decreased. The results of regression analysis revealed that mental pressure predicted 5% of the variance in students’ optimism. Moreover, mental pressure was significantly and negatively related to students’ academic achievement motivation (P<0.01), such that with an increase in mental pressure, students’ academic achievement motivation decreased. The results of regression analysis revealed that mental pressure predicted 4% of the variance in students’ academic achievement motivation.</p>
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Ratnawati, Vivi, Punaji Setyosari, M. Ramli, and Adi Atmoko. "Development of Academic Optimism Model in Learning for Junior High School Students." European Journal of Educational Research 10, no. 4 (October 15, 2021): 1741–53. http://dx.doi.org/10.12973/eu-jer.10.4.1741.
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<p style="text-align: justify;">Academic optimism has an essential role in the adjustment of students in school. This study aimed to examine a model of academic optimism formed from democratic parenting, school climate, internal locus of control, and students’ self-concept. This a cross-sectional non-experimental design research design involved 335 Junior High School students in Kediri. The data collection tool was a scale while the data analysis technique was Structural Equation Modeling (SEM) analysis. The results showed that the theoretical model for developing academic optimism in Junior High School students was in line with the research data and obtained empirical support (X2 = 246.056 < 255.6018; p = 0.110 > 0.05), so this model is feasible and can be used in samples that have been studied. In general, this study adds knowledge about positive psychology studies and supports democratic parenting, school climate, self-concept, and internal locus of control as ultimate factors for creating students’ academic optimism.</p>
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Govender, I., and M. De Villiers. "Optimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences University." South African Family Practice 61, no. 4 (September 4, 2019): 25. http://dx.doi.org/10.4102/safp.v61i4.4952.
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Background: An important determinant of a medical student’s behaviour and performance is the department’s teaching and learning environment. Evaluation of such an environment can explore methods to improve educational curricula and optimise the academic learning environment.Aim: The aim is to evaluate the educational environment of undergraduate students in the Department of Family Medicine as perceived by students.Setting: This descriptive quantitative study was conducted with one group of final-year students (n = 41) enrolled in 2018, with a response rate of 93% (n = 39). Students were in different training sites at SMU.Methods: Data were collected using the Dundee Ready Educational Environmental Measure (DREEM) questionnaire. Total and mean scores for all questions were calculated.Results: The learning environment was given a mean score of 142/200 by the students. Individual subscales show that ‘academic self-perception’ was rated the highest (25/32), while ‘social self-perception’ had the lowest score (13/24). Positive perception aspects of the academic climate included: student competence and confidence; student participation in class; constructive criticism provided; empathy in medical profession; and friendships created. Areas for improvement included: provision of good support systems for students; social life improvement; course coordinators being less authoritarian and more approachable; student-centred curriculum with less emphasis on factual learning and factual recall.Conclusion: Students’ perceptions of their learning environment were more positive than negative. The areas of improvement will be used to draw lessons to optimise the curriculum and learning environment, improve administrative processes and develop student support mechanisms in order to improve students’ academic experience.
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Sabbaghi, Fariborz, Kiomars Karimi, Maryam Akbari, and Yahya Yarahmadi. "Predicting Academic Engagement Based on Academic Optimism, Competency Perception and Academic Excitement in Students." Iranian Journal of Educational Sociology 3, no. 3 (September 1, 2020): 50–61. http://dx.doi.org/10.52547/ijes.3.3.50.
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El-Anzi, Freih Owayed. "ACADEMIC ACHIEVEMENT AND ITS RELATIONSHIP WITH ANXIETY, SELF-ESTEEM, OPTIMISM, AND PESSIMISM IN KUWAITI STUDENTS." Social Behavior and Personality: an international journal 33, no. 1 (January 1, 2005): 95–104. http://dx.doi.org/10.2224/sbp.2005.33.1.95.
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The aim of this study was to examine the relationship between academic achievement and the following variables: anxiety, self-esteem, optimism, and pessimism. The sample consisted of 400 male and female students in the Basic Education College in Kuwait. The salient findings of the investigation were the significant positive correlation between academic achievement and both optimism and self-esteem – whereas the correlations were negative between academic achievement and both anxiety and pessimism.
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Gómez- Molinero, Rocio, Antonio Zayas, Paula Ruíz-González, and Rocio Guil. "Optimism and resilience among university students." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (April 28, 2018): 147. http://dx.doi.org/10.17060/ijodaep.2018.n1.v1.1179.
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University life is full of stressful stimuli that can contribute to psychological distress and lower performance levels. Despite academic demands, university students also face new stressors, such as different social networks, financial changes, and adaptation to new family and social roles that may have a negative impact on their mental health (Pidgeon & Pickett, 2017). In this sense, resilience literature has gained acceptance explaining how some students successfully adapt to university life while others find great challenges. Since resilience has been defined as the ability to successfully adapt in the face of stress and adversity, it is important to determine what psychological factors contribute enhancing this resilience levels. One of the factors related to life adaptation is optimism, understood as the general expectancy of obtaining positive outcomes in the future (Scheier & Carver, 1985). Hence, the aim of this study is to study the relationship between optimism and resilience among a sample of university students in Spain.The sample was comprised of 132 students from the University of Cádiz (Spain). Participants were selected by quota sampling from first to last year of studies. The majority of students (72.5%) were female and average age was 21.71 (range = 18–48, SD = 3.75). Participants completed the Wagnild and Young Resilience Scale (Spanish version adapted by Novella, 2002) and Life Orientation Test (LOT-R Spanish version adapted by Ferrando, Chico & Tous).We performed hierarchical multiple regression analysis and obtained that optimism explained 25% of resilience among university students (R2 = .25, â = .49). No gender and age differences were observed. Thus, identifying the factors that influence students’ adjustment to university life can improve the targeting of interventions to improve university academic performance. Moreover, this research could contribute helping students to successfully face this life transition, increasing their well-being and life satisfaction levels and decreasing university absenteeism.
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Sudirman, Subhan Ajrin, Achmad Nurmandi, and Khoiruddin Bashori. "ENGLISH WRITING SKILLS THROUGH PERCEPTION OF SIRI’ CULTURAL VALUES: OPTIMISM, SOCIAL SUPPORT, AND ACADEMIC SELF-EFFICACY." Jurnal Cakrawala Pendidikan 39, no. 2 (June 12, 2020): 242–56. http://dx.doi.org/10.21831/cp.v39i2.26118.
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The mastery of foreign languages, in particular English which is applied predominantly in the international scope is one form of improving the quality of an indvidual. This research aims to find empirical support for relationships between optimism, social support, academic self-efficacy and mastery of academic English paragraph writing skills mediated by perceptions of Siri’ cultural values. Siri’ cultural values are living laws which becomes the guidance in think, act, and build interpersonal relationship with other individuals. The instruments of this research applied writing tasks, scales of optimism, social support, academic self-efficacy, and perceptions of Siri’ cultural values. Data were analyzed using structural equation modeling. The results show that the relationship between optimism, social support, and academic self-efficacy and mastery of academic English paragraph writing skills will be stronger when students are able to perceive cultural values of Siri’ well. It is worthy of attention for educators and education observers that when students are required to be able to master a learning material not only from the cognitive side concerned, but also the psychological side of students must be considered.
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Stoecker, Jaimily A. "Optimism and Grade Expectancies." Psychological Reports 84, no. 3 (June 1999): 873–79. http://dx.doi.org/10.2466/pr0.1999.84.3.873.
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Researchers have speculated that people's optimism should be associated with their expectations of how they will perform in academic classes. The present study focused on the relationship between college students' optimism and their expectations of how they would perform in an hypothetical university course. Participants were 44 students in introductory psychology. Optimism was measured using the 1994 Revised Life Orientation Test of Carver, Scheier, and Bridges. Students were asked to complete the test, give their cumulative grade-point averages, and predict grades they thought they would receive based on hypothetical course outlines. Planned hierarchical regression, controlling for grade-point average, indicated no relationship between optimism scores and expected grades. There was, however, a correlation between grade expectancies and cumulative grade-point average, suggesting that, in this context, the Revised Life Orientation Test seemed to be measuring students' expectations of how they would perform in the hypothetical course based on their performance in previous courses.
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Ganguly, Rahul, and Harsha N. Perera. "Profiles of Psychological Resilience in College Students With Disabilities." Journal of Psychoeducational Assessment 37, no. 5 (July 11, 2018): 635–51. http://dx.doi.org/10.1177/0734282918783604.
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The present article reports on research conducted to identify profiles of psychological resilience using factor mixture models. We also examine gender as a predictor of resilience profile membership and career optimism, academic satisfaction, and psychological well-being as outcomes of profile membership. Based on resilience data from university students with disabilities, factor mixture modeling revealed three distinct profiles of resilience (viz., “vulnerable,” “spirituality-dominant,” and “engaged-resilient”). Results also revealed that females were almost 4 times as likely to be in the spirituality-dominant profile than the vulnerable profile. Finally, distal outcome analyses revealed that career optimism, academic satisfaction, and well-being were higher in the engaged-resilient profile than the other profiles. Notably, spirituality-dominant and vulnerable individuals possessed about the same levels of career optimism, satisfaction, and well-being. The findings have important implications for the theory and assessment of resilience, suggesting the tenability of a person-centered assessment of psychological resilience.
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Rand, Kevin L., Allison D. Martin, and Amanda M. Shea. "Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement." Journal of Research in Personality 45, no. 6 (December 2011): 683–86. http://dx.doi.org/10.1016/j.jrp.2011.08.004.
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Usán Supervía, Pablo, Carlos Salavera Bordás, and Víctor Murillo Lorente. "Exploring the Psychological Effects of Optimism on Life Satisfaction in Students: The Mediating Role of Goal Orientations." International Journal of Environmental Research and Public Health 17, no. 21 (October 28, 2020): 7887. http://dx.doi.org/10.3390/ijerph17217887.
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Subjective wellbeing is a current issue today. Various variables affect subjective wellbeing during adolescence: a crucial stage in the life of the individual. This study focuses on analysing the relationship between academic goal orientation, optimism and life satisfaction in adolescent students, as well as the possible mediating role of the goal orientation (task and ego) in the relationship between optimism and life satisfaction in adolescents. Methods: The sample comprises 1602 students (male N = 871; 54.36% and female N = 731; 45.63%) from nine secondary schools. The instruments used were the Life Orientation Test Revised (LOT-R), the Perception of Success Questionnaire (POSQ) and the Satisfaction With Life Scale (SWLS) questionnaire. Results: The results of the study reveal significant correlations between optimism-related variables, goal orientation and life satisfaction. In addition, goal orientation was found to have a positive mediating role on optimism and life satisfaction. Conclusion: The study shows the importance of promoting adaptive behaviours in goal orientation in adolescents, leading to optimal levels on variables such as optimism and life satisfaction, which in turn improve the individual’s psychological development and academic performance.
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Endrika, Sujarwo, and Said Suhil Achmad. "Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 361–78. http://dx.doi.org/10.21009/jpud.142.14.
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Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school.
Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education
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Nam, Tran Duy, and Ha Thanh Viet. "Empirical Study on Public High School System in Vietnam: Post Doi Moi." European Scientific Journal, ESJ 13, no. 31 (November 30, 2017): 92. http://dx.doi.org/10.19044/esj.2017.v13n31p92.
Full textAbstract:
The system of education in Vietnam is administered by the Ministry of Education and Training (MOET), and it is a broad system of state-run schools for students from about four years of age to high school age. The educational system comprises of five classes: kindergarten, primary, secondary, upper-optional (additionally alluded to as secondary school), and college level, with broadly managed exit and selection tests between each. The principal motivation behind this study is to analyze the connection between pre-secondary school factors, school condition, school structure, collective duty, scholarly optimism with the scholastic performance of the public high school students in Vietnam. SPSS analysis shows that only two variables can be a significant indicator of academic performance, that are school environment (B= -1.369, t=51.356, p<0.01) and pre-high school factor (B=-.384, t= -13.947, p<0.01) while school structure, collective responsibility, and academic optimism have found to be insignificant indicator of academic performance as compared to the other two variables in a multivariate context although, during the bivariate analysis, academic optimism had been found to be significantly related to academic performance. School environment was also found to have higher ‘B’ value compared to pre-high school factor. Hence, this study suggests that among all the independent variables studied, school environment gave the most effective towards the academic performance of students in the public high school of Vietnam.
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Popa-Velea, Ovidiu, Irina Pîrvan, and Liliana Veronica Diaconescu. "The Impact of Self-Efficacy, Optimism, Resilience and Perceived Stress on Academic Performance and Its Subjective Evaluation: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 18, no. 17 (August 24, 2021): 8911. http://dx.doi.org/10.3390/ijerph18178911.
Full textAbstract:
This study aimed to highlight the contribution of self-efficacy, optimism, resilience and perceived stress on academic performance (GPA) at medical undergraduate students. Additionally, we investigated the relationship established between abovementioned variables, gender and position in the academic cycle and the factors associated with satisfaction regarding own academic results. 118 students (25 men, 93 women, mean age 22.863, SD = 1.763) participated in the study. They were administered the General Self-Efficacy Scale (G-SES), the Revised Life Orientation test (LOT-R), the Brief Resilience Scale (BRS) and the Perceived Stress Scale (PSS). t, Wilcoxon-Mann-Whitney, chi-square tests, and linear regressions were performed, in order to test the strength of the hypothesized associations. Data analysis demonstrates a significant association between low optimism, low resilience, high perceived stress and poor academic performance. Even though preclinical students displayed greater perceived stress, it negatively correlated to GPA only in clinical students, this indicating a possible accumulation of stress-related effects. No gender differences were met for the studied variables. Students in clinical cycle were significantly less satisfied about their own performance. These results indicate solid associations between psychosocial variables and academic performance, and differences in the subjective evaluation of own performance, suggesting key points to address, when designing interventions against academic stress.
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Schwabsky, Nitza. "Teachers’ individual citizenship behavior (ICB): the role of optimism and trust." Journal of Educational Administration 52, no. 1 (January 28, 2014): 37–57. http://dx.doi.org/10.1108/jea-08-2012-0092.
Full textAbstract:
Purpose – The purpose of this paper is to examine the role of teachers’ optimism and trust in their individual citizenship behavior (ICB), and the extent to which teachers’ optimism is related to teachers’ ICB, and mediated by teachers’ trust. ICB is a concept coined by Hoy et al. (2008). The concept refers to teachers’ voluntary and discretionary behavior directed toward colleagues, students, and the students’ parents, that exceeds the formal job expectations. The primary aim of ICB is to enhance students’ academic success. Design/methodology/approach – In all, 370 teachers from public elementary schools in northern Israel completed questionnaires, assessing teachers’ optimism, trust, and ICB; the category was examined both by direct and projective measures. Factor and reliability analyses; a bi-variate correlation Pearson test; a hierarchical regression analysis; and a structural equation modeling (SEM) analysis were conducted to analyze the data. Findings – The research hypotheses were partially supported: teachers’ optimism, trust, and ICB were positively correlated; teachers’ optimism and trust predicted ICB; trust in students and their parents mediated the association between optimism and ICB, whereas trust in teachers mediated the association between optimism and the projective measure of ICB. Originality/value – The study results confirm that optimism and trust in students and their parents, and in other teachers have a significant presence in teachers’ ICB; emphasize the importance of a positive school environment; emphasize the importance of teachers’ ICB toward students’ and their parents; indicate the potential benefit of using direct and projective measures; and show support for the mediating model.
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Kleijn, Wim Chr, Henk M. van der Ploeg, and Robert M. Topman. "Cognition, Study Habits, Test Anxiety, and Academic Performance." Psychological Reports 75, no. 3 (December 1994): 1219–26. http://dx.doi.org/10.2466/pr0.1994.75.3.1219.
Full textAbstract:
The Study Management and Academic Results Test (SMART) was developed to measure study- and examination-related cognitions, time management, and study strategies. This questionnaire was used in three prospective studies, together with measures for optimism and test anxiety. In the first two studies, done among 253 first-year students enrolled in four different faculties, the highest significant correlations with academic performance were found for the SMART scales. In a replication study among first-year medical students ( n = 156) at a different university, the same pattern of results was observed. A stepwise multiple regression analysis, with academic performance as a dependent variable, showed significant correlations only for the SMART Test Competence and Time Management (Multiple R = .61). Results give specific indications about the profile of successful students.
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Kirui, David K., and Grace Kao. "Does generational status matter in college? Expectations and academic performance among second-generation college students in the US." Ethnicities 18, no. 4 (June 6, 2018): 571–602. http://dx.doi.org/10.1177/1468796818777542.
Full textAbstract:
Using the 2004–2009 wave of the Beginning Postsecondary Students Longitudinal Study, a nationally representative sample of students who enroll in college in 2004, we examine generational differences in the relationship between educational expectations, academic achievement, and college persistence among native-born and immigrant youth in the United States. Using the theory of immigrant optimism, which has primarily focused on high school youth, we examine whether immigrant parents provide children an advantage in completing their college degrees. Our analyses suggest that students who have at least one immigrant parent are (1) more likely to expect to earn advanced degrees and (2) more likely to complete college on time and less likely to withdraw with no degree compared to their counterparts with native-born parents. We also find that the higher expectations held by these students are associated with higher levels of persistence and attainment. We argue that the optimism conferred by having immigrant parents persists through young adulthood.