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This study investigated the relationship between openness to experience, conscientiousness and optimism in students' academic work among senior secondary school student in university Demonstration Secondary School UDSS – Uniport. Openness to experience and conscientiousness were the independent variables while optimism in students' academic work was the dependent variable two research questions and two corresponding hypotheses guided the study. Correlational research design was adopted. A sample of four hundred 400 students was drawn from the population using simple random sampling techniques. Data was collected using two instruments namely. Personality Traits Assessment Scale (PTAS) and optimism in Students Academic Work Assessment Scale (OSAWAS) multiple regression and Pearson Product Moment Correlation were used to answer the research question while ANOVA and t-test associated with multiple regression were used to test the null hypotheses at 0.05 level of significance. The study found that openness to experience and conscientiousness had showed a positive significant relationship with optimism in students' academic work. " ased on the findings, appropriate recommendations were made. Keywords: personality traits (openness to experience, and conscientiousness) optimism and students' academic
Journal On Education
The Analysis of Relationship Between Level of Optimism, Learning Achievement and Character of Students2023 •
This investigation employs a quantitative approach and involves field research. The method utilized is a simple regression analysis with a total population of 50 students. The data was collected via questionnaires and documentation. The findings reveal that the students' optimism is at an excellent level, whereas their learning achievement is in the moderate range. Furthermore, there is a positive and significant correlation between optimism and academic performance. The results indicate that the f-count > f-table, and the table probability value is 0.000, which is smaller than the significance level of 0.05 (0.000 < 0.05), demonstrating a significant outcome. Thus, it can be inferred that the higher the level of optimism, the better the academic performance. The fact that optimism influences learning achievement provides opportunities to boost students' optimism. Consequently, teachers bear the responsibility of enhancing students' optimism, either directly or indirectly. By fostering and elevating an optimistic mindset in students, it is expected that they will enhance their cognitive processes and academic outcomes, paving the way for success.
iJARS International Journal of Humanities and Social Studies
A Study on the Relationship between Academic Volition and Dispositional Optimism in Higher Secondary School Students2016 •
The present study is an attempt to examine the relationship between academic volition and dispositional orientation variables. Sample for the study includes 85 urban students (35 boys and 50 girls) of class XII of a junior college in Narayanaguda, Hyderabad, Telangana, India. The data for measuring academic volition is collected using the Academic Volitional Strategy Inventory, prepared by McCann and Garcia (2000). Dispositional optimism of the students is measured by collecting data using the Revised Life Orientation Test Scale (LOT-R) for college students prepared by Scheier, Carver and Bridges (1994). For data analysis, Pearson's Product-Moment Correlation coefficient and Point-biserial correlation coefficients are calculated using SPSS ver.20. The significance of the test is calculated for the level of significance α at 0.01. The findings of the study reveal positive and moderately strong relationship between academic volition and dispositional optimism. No role of gender is...
The study determined the attitude to learning among undergraduate of Obafemi Awolowo University; determine the level of academic achievement of the students of Obafemi Awolowo University; examine the influence of attitude to learning on academic achievement; and investigate attitude to learning of the students in terms of their sex and age. These were with a view to improving students’ Attitude toward their Academic Achievement. The study adopted unlisted population made up of 200 undergraduate students of Obafemi Awolowo University, Ile-Ife, who was the object of interest. The research instrument or questionnaire items were divided into two (2) sections which are made up of section A for Demographic Data and section B contains items that test the influence of Attitude to learning on Academic Achievement among undergraduate of Obafemi Awolowo University. And the data generated from the respondents were coded, scored and analysed using descriptive statistic (frequency and percentage) and inferential statistics (Chi-Square, T-Test and One-Way ANOVA) The results showed that 31% of the respondents who had Second Class Upper displayed negative attitude to learning, while 10.5% of the respondents had positive attitude to learning. It also showed that 20% of the respondents who had Second Class Lower displayed negative attitude to learning, while 6% of the respondents had positive attitude to learning. It also showed that 10% of the respondents who had Third Class displayed negative attitude to learning, while 7% of the respondents had positive attitude to learning. It showed that 9.5% of the respondents who had First Class displayed negative attitude to learning, while 6% of the respondents had positive attitude to learning. It also showed the level of academic achievement of number students, First Class 31(15.5%) Second Class Upper 83(41%) students, Second Class Lower 52(26%) students and xi Third Class 34(17%) students. The study further revealed that there was no significant difference in Male and Female students Attitude to learning (t = 0.0855; p > 0.05). Finally, the result showed that there was no significant difference in the Students’ Attitude to learning in terms of their Age (F = 1.349; p = >0.05). The study concluded that students of Obafemi Awolowo University did not exhibit positive Attitude towards their Academic Achievement.
2020, VOL. 35, NO. 4
Happiness and Personality Traits as Predictors of Optimism in School and College Teachers2020 •
The present research was aimed at investigating the predictive role of personality traits and happiness in forecasting optimism of teachers working in public and private schools and colleges. The participants of this study included 154 teachers (male = 80; female = 74) with age range of 26-50 years. Data were collected by using Oxford Happiness Questionnaire (Argyle & Hills, 2002), Life Orientation Test-Revised (Scheier, Carver & Bridges, 1994), and International Personality Item Pool (Goldberg, 2006). Cronbach alpha of these scales on current sample was found good. Results revealed that happiness, conscientiousness, emotional stability, agreeableness, and openness were significant positive correlates of optimism. Moreover, optimism was predicted by happiness, conscientiousness, and emotional stability. Furthermore, teachers working in public schools and colleges had higher level of optimism as compared to teachers of private institutions. Furthermore, there were nonsignificant gend...
Higher Education Letter
The relationship between optimism and meaning of education with academic motivation of students2017 •
The aim of this study was to investigate the prediction of academic motivation of teacher-students based on optimism and meaning of education. For this purpose, 168 students from Farhangian University of Tehran (105 females and 63 males) were selected by stratified sampling and completed the study questionnaires. The instrument used in this study were Scheier and Carver's Life orientation, Henderson – King and Smith' meaning of education and Vallerend' academic motivation questionnaires. The data were analyzed by Pearson correlation coefficient and stepwise regression analysis. The findings indicated that there were significant positive relationships between optimism and meaning of education with academic motivation. Optimism and meaning of education explained 26 and 27 percent of the variance in academic motivation, respectively. The findings emphasize emotional and cognitive aspects of education such as optimism and meaning of education on improvement of students' academic motivation. It is worth that in learning process considered strategies to improve students' attitude towards education.
Pegem Eğitim ve Öğretim Dergisi
Development of Teacher Academic Optimism Scale: The validity and reliability studyThe study aims to develop a valid and reliable academic optimism scale that can be used to determine teachers' academic optimism levels. The study was conducted through a total number of 404 primary school teachers who worked in the central districts of Malatya Province during 2014-2015 academic year. The content validity and face validity of the scale were determined via expert recommendations. An explanatory factor analysis and a confirmatory factor analysis were conducted to determine the construct validity of the scale. After the expert opinions, 80 items reduced to 64 and the data was collected by the use of these 64 items. An exploratory factor analysis revealed 5 factors reducing 64 items in to 33 and explaining 58.56% of the total variation in the data. The five-factor model obtained through an explanatory factor analysis after removal of one item as a result of the confirmatory factor analysis was observed to be highly consistent. Different from previous related researc...
Journal of Organisation & Human Behaviour
Relationship between Students Personality Types and their Academic Achievement in Colleges of Teachers Education2020 •
This study sought to investigate the relationship between students' personality types and their academic achievement in Colleges of Teachers' Education, Western Ethiopia. Three colleges of teachers' education, namely DambiDollo, Shambu, and Nekemte, were selected by purposive sampling technique. The study employed correlation research design. The sample size was 351 trainees. A standard questionnaire was used as the instrument for collecting data from the students, while interviews were conducted with the teachers. Validity of the instruments was checked through experts in research and piloting. Quantitative data analysis was carried out using descriptive and inferential statistics such as percentages, mean, standard deviation, Pearson correlation, regression, and one-way ANOVA test. The study established that neuroticism and extroversion were negatively related to academic achievement, whereas conscientiousness, agreeableness, and openness have a positive association with academic achievement. Conscientiousness personality type was the best and strongest individual predictor of academic achievement at the colleges of teachers' training. Therefore, it is important to institutionalise the trait of conscientious during the initial years of education, by presenting appropriate conscientious role models or encouraging conscientious people. Findings of this study emphasise the necessity of informing curriculum developers of the personality traits and individual differences of learners, to help them take such differences into account and be more flexible while developing educational curriculums.
This study has been carried out so as to identify the effect of level of optimism upon career decision-making competence and professional outcome expectancy. Career decision-making has been defined as one’s choosing a profession by being aware of his own capabilities, while Professional outcome expectancy is defined as the beliefs related to the long-term outcomes of achievements attained through certain educational or career decision-making behaviors. It is considered that the students of the Faculty of Economics and Administrative Sciences, which aims to raise students who will become the executive candidates of the future and professional individuals in the fields of economics, management, international relations, politics and public administration in both public and private sectors, should have positive perceptions so as to make significant effect on the future of the country. Positive psychology, which aims to discover the strengths of an individual, has started to be in the limelight in recent years. In this study too, the relationship between the level of optimism, which is one of the strong points of university students who are on the verge of a critical transition period in their lives and thus faced with several worries and problems, and their career decision-making competence and professional outcome expectancy has been analyzed. Target population of the study consists of the students currently attending the Faculty of Economics and Administrative Sciences of Ahi Evran University in 2015-16 educational year. No selection process has been carried out during the study for a special sample; instead, all the student population has been included in the study. 967 students have participated in the study. Three different scales have been used in the study in order to identify students’ career decisions, their professional outcome expectancies and level of optimism. The data gathered have been analyzed with the help of a statistical package program. As a result of the statistical tests that were carried out, it was seen that most of the participants were first-grader girls and that a great majority of them had willingly chose their departments at the university. It was observed that their career decision-making competence and professional outcome expectancies were at the medium level, whereas their degree of optimism was high. Furthermore, a positive significant correlation was observed between the level of optimism and levels of career decision-making competence and professional outcome expectancy (p 0.05, r=.309; p 0.05, r=.369). As a result of the regression analysis that was made in order to identify the degree of optimism, which was the fundamental item of the study, on career decision-making and professional outcome expectancy, it was seen that the 9% change in career decisionmaking competence was explained through level of optimism.
Actas Del Segundo Congreso Nacional De Historia De La Construccion a Coruna 22 24 De Octubre De 1998 1998 Isbn 84 89977 44 5 Pags 57 66
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