Academic Optimism Research Articles

Empowering Students: The Hidden Impact of Academic Optimism on Self-Awareness and Communication

This study explores the influence of teachers' academic optimism on the development of soft skills, specifically self-awareness and communication, among secondary school students. Academic optimism, encompassing self-efficacy, trust in students and parents, and academic emphasis, is a crucial factor in enhancing the quality of the teaching-learning process. Using a quantitative research design, data were collected from secondary school teachers and students through validated questionnaires. The results reveal that trust in parents is the strongest predictor of both self-awareness and communication, underscoring the importance of a supportive and trusting environment in students' holistic development. While self-efficacy and academic emphasis also contribute positively to these soft skills, their effects are less pronounced. The findings suggest that fostering an environment where trust and academic optimism are central can significantly enhance students' interpersonal skills, preparing them for success both within and beyond the classroom. This study highlights the need for educational strategies that prioritize parental involvement and academic rigor to promote comprehensive student development.

Konaway Nika Tillicum Native Youth Academy: Enacting a medicine wheel educational framework.

Native American youth need educational experiences that promote positive, healthy development, which requires decolonizing current educational experiences. Konaway Nika Tillicum Native Youth Academy (KNT) offers a holistic approach to education, incorporating Tribal cultures and values along with valuing higher education. Across two complementary studies, we seek to understand how the Medicine Wheel framework supports the design of educational experiences and the effectiveness of this design on positive development factors, including cultural identity development, self-esteem, and academic optimism. To address our research questions, we first share an ethnographic study including participant observations and interviews with five KNT staff to investigate how the educators of KNT enact the Medicine Wheel in designing educational experiences for Native youth. We then examined the effectiveness of this Medicine Wheel framework on positive development factors across two summers of the academy with youth ages 11-18 (23 boys, 38 girls) representing diverse tribal affiliations. Findings from our first research question reveal a Medicine Wheel Educational Framework that offers holistic and culturally sustaining/revitalizing education experiences for Native youth. Findings from our second research question indicate that Native youth experienced significant increases in their cultural identity and academic optimism directly and indirectly via increasing self-esteem through engaging in the KNT. Implications of findings show that when educated in a learning space that promotes Native students' culture, youth show healthy development in factors valued across Indigenous and Western perspectives, including cultural identity, self-esteem, and academic optimism. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A structural model of academic performance based on the meaning of education and academic optimism for students of medical sciences: The mediating role of stress

Background: Academic performance is a major concern of the education system and indicates its success in goal-setting and meeting individual needs. The present study aimed to investigate the mediating role of stress in the relationship between the meaning of education and academic optimism with academic performance in students of medical sciences. Methods: This was a descriptive correlational study. The statistical population comprised all students of medical sciences at Ahvaz Jundishapur University of Medical Sciences, Iran (2022-2023). The study sample consisted of 301 students who were selected using convenience sampling and the Meaning of Education Questionnaire, the Academic Optimism Questionnaire, and the Perceived Stress Scale were administered. The students’ last-semester grade point average (GPA) was used as an indicator of their academic performance. The proposed model was evaluated via structural equation modeling (SEM), and the bootstrap test was used to study the indirect relationships. Results: The results revealed significant positive associations between the meaning of education and academic performance (β=0.19, P=0.003) and between academic optimism and academic performance (β=0.18, P=0.007) among medical students. Additionally, the meaning of education had a direct negative effect on stress (β=-0.36, P=0.001), while academic optimism also exhibited a direct negative effect on stress (β=-0.43, P=0.001). Furthermore, stress had a significant negative impact on academic performance (β=-0.18, P=0.027). The associations between the indirect paths and academic performance were also significant with the mediating role of stress (P<0.05). Conclusion: Accordingly, the proposed model has a good fit and can be useful in identifying the factors affecting academic performance and stress in the students of medical sciences and in developing and designing programs to prevent academic underachievement and improve academic performance in the target group.

How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis

PurposeTeachers’ organisational identification is crucial for the success of educational reform in the change process. This study investigates how and under what conditions authentic principal leadership contributes to teachers’ organisational identification.Design/methodology/approachData collected from 7907 public high school teachers across Türkiye were analysed using bootstrapping method. This research tested a moderated mediation model of authentic principal leadership effects on teachers’ organisational identification by incorporating teacher academic optimism as a mediator, and teacher collective responsibility as a moderator.FindingsResults revealed significant direct and indirect effects of authentic principal leadership on the teachers’ organisational identification via teacher academic optimism. Teacher collective responsibility significantly moderated the effects of authentic principal leadership on both teacher academic optimism and on teachers’ organisational identification. The positive effects of authentic principal leadership were strengthened when the collective responsibility was higher.Originality/valueThis study integrates authentic leadership theory with social identity theory, which provides a more theoretically accurate understanding of how authentic principal leadership influences teachers’ organisational identification.

Academic optimism, capital indicators as predictors of cognitive, affective, and psychomotor learning outcome among students in secondary school. Hierarchical regression approach (HRA)

BackgroundStudies that were carried out previously on learning outcomes focused mainly on the student's cognitive domain while identifying factors that predicted it. More so, most of the learner's assessments in school are largely dependent on the score obtained from specific subjects by the learner, and efforts to address other domains of instruction such as affective and psychomotor domains have been minimal or absent in regard to the variables selected for the study. This study therefore sought to address that gap by finding out the relative and composite contribution of academic optimism and capital indicators to the learning outcomes (of students. MethodsThe study adopted a correlational design with a multistage sampling technique to select a total of 534 senior secondary class II students. Two research instruments, the Academic Optimism and Capital Indicators Scale (AOCIS) and the Learning Outcomes Scale (LOS), were used for data collection. Exploratory and confirmatory factors analysis were used to assess the dimensionality of the items and factor structure of the scales. The psychometric properties obtained for scale were adequate for the instrument to be adjudged valid and reliable.The collected data were analysed using the hierarchical regression approach (HRA). ResultsThe findings of the study revealed that academic emphasis, collective efficacy, faculty trust, social capital, economic capital, and cultural capital, relatively and jointly, predict overall learning outcomes (cognitive, affective, and psychomotor construct). The result showed that there was an increased proportion of variance with each addition of a predictor to the model. Social capital reduced the percentage change at the initial time, but with the addition of economic capital, the proportion of change increased among others in the subsequent model examination. Conclusion/implication: The study provides knowledge and empirical evidence that academic optimism and capital indicators, with their dimensions, affect composite learning outcomes among students. This study will help school ministries, policymakers, and curriculum planners make sure that the educational objectives, philosophies, and programmes are planned to reflect the total learner in order to produce the total learner that will effect changes in the society. This study has provided evidence that academic inputs and capital indicators are crucial indices of their learning outcomes in the three area of learning. The ability of the school to emphasise academics, ensure that all school agents are committed to instructional delivery, and gain the trust of parents is crucial for adequate support to enhance students learning outcomes. The outcome has implication for policy development and providing a climate that can stimulate equity, trust and motivation.

The Effectiveness of the Flipped Classroom Teaching Method on the Components of Academic Optimism in Mathematics

The important mission of education is to contribute to the all-round growth of students intellectually, behaviorally, and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and complements the intellectual and behavioral growth of students, which has attracted the attention of experts and researchers in the field of education. This research was conducted with the aim of identifying the impact of the flipped classroom teaching method on the components of academic optimism in mathematics class. The present research method was a semi-experimental design with a pretest-posttest design with one control group. The statistical population of the study included all sixth-grade students in Middle School classes in Herat City. First, through purposive sampling, 42 students were selected, and then, due to the homogeneity of the samples, they were randomly assigned to two experimental groups (21 students) and control groups (21 students). To collect the data, the Academic Optimism Questionnaire (AOQ) by Moran et al. (2013) with a reliability of 0.93 for the entire test, was used. The research hypotheses were analyzed using multivariate analysis of variance (MANOVA) in the SPSS26 software. The findings showed that the flipped classroom teaching method led to a significant increase in the academic optimism of students in the components of students’ trust in the teacher (p < 0.000), academic emphasis (p = 0.013), and school unity (p = 0.015). Therefore, the flipped classroom teaching method is considered one of the most effective methods for the development of academic optimism, and its use is recommended for middle school teachers.

The Relationship Between Distributed Leadership and Academic Optimism: A Meta-Analysis Study

ABSTRACT The study aims to determine the mean effect size of the relationship between distributed leadership and academic optimism using the meta-analysis method. The study performed a meta-analysis of articles and theses. 11 independent studies (Ntotal = 31,308) regarding the relationship between distributed leadership and academic optimism were included in the study’s scope. The publication bias analysis concluded that there was no publication bias in the meta-analysis study. The Fisher ɀ coefficient was utilized in the mean effect size analysis performed according to the random effects model. As a result of the research, it was determined that the mean effect size of the relationship between distributed leadership and academic optimism was at a moderate level. According to the results of the subgroup analyses that can explain the relationship differences, it was concluded that there was a significant difference in terms of publication year, type of study, sample group, education level, and the country where the data were collected.

Explaining academic optimism in schools: The impact of performance leadership and alignment between teachers, students, and parents

This study aims to explore critical antecedents for fostering academic optimism in secondary schools. Academic optimism, comprising collective efficacy, academic emphasis, and trust, positively influences student performance, transcending background variables, such as SES or migration. We hypothesize that, according to teachers’ perceptions, school leaders who explicitly focus on academic optimism not only generate more academic optimism but also foster more alignment between teachers, students, and parents, which, in turn, will further elevate the level of school academic optimism. The study, conducted in Antwerp, Belgium, included 1061 teachers from 37 secondary schools. Structural equation modelling was employed for analysis. Fit indices were good, and the overall image confirms our hypothesis. Principals have opportunities to enhance academic optimism and alignment between teachers, students, and parents through performance management for academic optimism. The most remarkable finding shows that an increased level of parental involvement (connecting parents to what happens in school) is promising for academic optimism, whereas increased parental participation (giving parents a voice in what happens in schools) carries potential risks—a critical yet possibly overlooked insight. Recognizing the considerable challenges highlighted in prior research regarding parental engagement, especially in secondary schools, this study unveils promising avenues for further exploration.

Variation in teachers’ academic optimism: Examining the impact of classroom composition and school academic optimism

Teacher academic optimism (TAO) is crucial for student achievement, even considering background variables like SES and migration. This study investigates the variation of TAO in relation to classroom composition, educational track, and teachers' perception of school-level academic optimism (SAO). Bayesian multilevel structural equation modelling, conducted on data from 1061 teachers in 37 secondary schools, reveals that educational track significantly influences TAO, regardless of students' background characteristics. Furthermore, the relationship between SAO and TAO is emphasized. To cultivate inclusive and effective learning environments, policymakers and educators should prioritize investing in SAO, particularly in vocational tracks.

The mediating role of EFL/ESL teachers’ academic optimism and positive psychological capital in their pedagogical effectiveness

A growing scholarly attention has been paid to the psycho-emotional side of second/foreign language (L2) education in the past decade. Optimal teaching and student achievement are no longer solely governed by teachers’ pedagogical skills and practices. Instead, various psycho-affective variables mediate the process of teaching English and its effectiveness. However, the way EFL/ESL teachers’ academic optimism and positive psychological capital influence their pedagogical effectiveness in light of demographic factors is neglected. To fill this gap, this study used three online questionnaires to examine the predictive role of 338 Chinese EFL/ESL teachers’ academic optimism and positive psychological capital in their pedagogical effectiveness. The results of structural equation modeling (SEM) and the standardized regression weights demonstrated a strong correlation between demographic factors and teacher’s academic optimism and teacher’s positive psychological capital. Moreover, a strong association was observed between teacher’s positive psychological capital and teacher effectiveness, while academic optimism did not correlate with teacher effectiveness. Furthermore, positive psychological capital could predict about 67% of changes in Chinese EFL/ESL teachers’ pedagogical effectiveness. The study also discusses the implications and suggestions for further research to deepen L2 educators’ knowledge of teacher-psychology.

Academic Optimism and Its Relationship to the Efficiency of Confrontation in Light of the Transformation of the Academic System into Three Semesters

Academic Optimism and Its Relationship to the Efficiency of Confrontation in Light of the Transformation of the Academic System into Three Semesters

Modeling the predictive role of music teachers' job commitment and optimism in their sense of self-efficacy.

Teachers' psychological factors have been argued to influence various aspects of music education. However, scant research has explored the psycho-affective aspects of music teachers' work. To solve this shortage of research, this study examined the predictive role of Chinese music teachers' job commitment and academic optimism in their self-efficacy. To this end, 340 music teachers from four universities in Henan Province completed an online survey including three questionnaires. The results of structural equation modeling (SEM) and regression analysis demonstrated that music teachers' self-efficacy could be positively and significantly predicted by their optimism and job commitment. The study provided implications for music education to pay further attention to the psychology of teaching in this field. Finally, directions for further research are presented to scholars, who are interested in the psycho-emotional side of music education.

The interplay of Turkish EFL teachers’ academic optimism, psychological well-being, and self-efficacy

This study examined the relationships between Turkish EFL (English as a Foreign Language) teachers' sense of self-efficacy, psychological well-being, and academic optimism. The study's strength lies in its exploration of this question within the context of the COVID-19 pandemic, which provides a background that adds depth to the examination. Researchers collected data from 272 English as a Foreign Language (EFL) teachers during the pandemic. The study intended to identify the motivating factors underlying self-efficacy in this particular teacher set using the regression analysis perspective. The findings provided significant understanding; a strong link between self-efficacy and academic optimism was found. This shows that EFL teachers were more likely to demonstrate a better level of self-efficacy in their teaching responsibilities if they had a more positive outlook on academic outcomes. However, psychological well-being was not shown to be a significant predictor of self-efficacy. These findings shed light on a crucial aspect of classroom teacher efficiency and well-being. It shows that there is an intense desire to put teachers' health first, particularly in challenging circumstances like the pandemic. Creating a climate of intellectual positivity should be a priority in all educational initiatives; the study can operate as guidance, directing the creation of solutions to counteract possible adverse effects on teachers' psychological health and, consequently, their ability to teach effectively. It is concluded that this study provides insight into the complexity of teacher self-efficacy, highlighting the impact of psychological wellness, academic optimism, and crisis-related environments.

The roles of middle leaders in reinforcing academic optimism

The exceeding importance of academic optimism and the promising potential of middle leadership demand research attention in contribution to student success and school improvement. This paper presents a critical analysis of the roles and contributions of middle leaders through the lens of the academic optimism model. This study used mixed methods with a nonexperimental, exploratory-sequential approach (case-selection variant), identifying best-case participants and featuring qualitative findings through semi-structured interviews with six public-school department heads. These participants represent two high, two average, and two low-optimistic departments. Findings revealed that middle leaders perform four key roles in reinforcing academic optimism: professional mentors, team builders, learning facilitators, and performance navigators.

Psychometric Properties of the Turkish Version of the Teacher Academic Optimism Scale

This study aimed to adapt Teacher Academic Optimism Scale-Secondary (TAOS-S) to Turkish culture. A total of 453 public school teachers in Turkey participated in the study. We examined the validity, reliability, and measurement invariance of the scale across school levels. The results indicated good internal consistency of the TAOS, suggesting a good measure to assess teacher academic optimism. Confirmatory factor analysis revealed that the three-dimensional individual teacher academic optimism construct showed a good fit with strong reliability evidence. Multigroup confirmatory factor analysis results indicated both configural and metric invariance was observed across school levels; however, scalar invariance was only partially confirmed. Overall, our results show the TAOS has sound psychometric properties, is culturally and linguistically acceptable, and is equally effective in assessing the academic optimism of Turkish teachers.

Factors Affecting Teachers’ Academic Optimism in Secondary Schools

Academic optimism is a vital concept that can help schools overcome the challenges posed by students from low socioeconomic backgrounds. This study investigates the factors that influence the academic optimism of secondary school teachers. Using a phenomenological approach, we collected data through focus group interviews with principals and teachers, employing the maximum variation sampling technique to ensure diverse perspectives. Our analysis revealed three themes that affect teachers' academic optimism: self-efficacy, academic emphasis, and trust in students and parents. Notably, our findings indicate that teachers' experiences of success or failure are the most significant determinant of their academic optimism. Based on these results, we propose actionable strategies to enhance teachers' self-efficacy, ultimately promoting academic optimism in secondary schools.

Academic Optimism: A Study of Secondary School Teachers’ Perceptions

Teachers' positive conviction demonstrates that they can influence students' classroom, learning, and academic performance by putting their trust in their parents and cooperating with them. It is highlighted by believing their capabilities to overcome the hurdles and retort to failure with resilience as well as perseverance. The present research study was carried out to investigate the state of academic optimism as well as the relationship between its various aspects. The research makes a theoretical, managerial, or academic contribution. 1266 secondary school teachers were chosen at random from 216 Government Secondary Schools in Punjab. With permission, the Academic Optimism Survey was adapted. Pilot testing was used to ensure the instrument's validity and reliability. Data were collected in regularly scheduled meetings. To examine the data, descriptive as well as inferential statistics were employed. The ethics of research were followed. Teachers were found academically optimistic both at teachers and schools level. They confirmed the presence of academic optimism as well as its sub factors in the schools. A positive relationship was observed among collective efficacy, faculty trust and academic emphasis. There was no significant difference in academic optimism based on demographic variables. Without a doubt, school administrators may make wise choices regarding the adoption and implementation of best practices in their institutions. They might use the knowledge in the professional development programs.

Portrayal of Gender in Contemporary Fiction by Female Novel Writers

Teachers' positive conviction demonstrates that they can influence students' classroom, learning, and academic performance by putting their trust in their parents and cooperating with them. It is highlighted by believing their capabilities to overcome the hurdles and retort to failure with resilience as well as perseverance. The present research study was carried out to investigate the state of academic optimism as well as the relationship between its various aspects. The research makes a theoretical, managerial, or academic contribution. 1266 secondary school teachers were chosen at random from 216 Government Secondary Schools in Punjab. With permission, the Academic Optimism Survey was adapted. Pilot testing was used to ensure the instrument's validity and reliability. Data were collected in regularly scheduled meetings. To examine the data, descriptive as well as inferential statistics were employed. The ethics of research were followed. Teachers were found academically optimistic both at teachers and schools level. They confirmed the presence of academic optimism as well as its sub factors in the schools. A positive relationship was observed among collective efficacy, faculty trust and academic emphasis. There was no significant difference in academic optimism based on demographic variables. Without a doubt, school administrators may make wise choices regarding the adoption and implementation of best practices in their institutions. They might use the knowledge in the professional development programs.

PRESENTING A CAUSAL MODEL FOR PREDICTING ACADEMIC ACHIEVEMENT BASED ON INTELLIGENCE BELIEFS AND SCIENTIFIC OPTIMISM MEDIATED BY ACADEMIC ENGAGEMENT AND SELF-EFFICACY

One of the important indicators of the efficiency of educational systems is to examine the learners’ academic achievement and the related effective factors. This study aims to analyze the relationship between academic achievement, intelligence beliefs, scientific optimism, academic engagement, and academic self-efficacy in the form of a causal model. In this descriptive and correlational study, the population comprised all students at Kashan Paramedicine College in the 2022-2023 academic year, of which 247 students were selected through stratified random sampling. To collect data, Dupeyrat and Mariné’s Intelligence Beliefs Questionnaire, Tschannen-Moran and his colleagues’ Scientific Optimism Questionnaire, Zarang Academic Engagement Questionnaire, and McIlroy & Bunting Academic Self-Efficacy Questionnaire were used. Data were analyzed through descriptive and inferential statistics in the SPSS and Smart PLS statistics software. The results revealed significant correlations among intelligence beliefs, scientific optimism, academic engagement, academic self-efficacy, and students' academic achievement. In addition, intelligence beliefs and scientific optimism with the mediating role of academic engagement and academic self-efficacy had a significant indirect effect on academic achievement. These results emphasize the fundamental importance of intelligence beliefs, academic optimism, academic engagement, and self-efficacy in students’ academic achievement.

Factors influencing academic optimism and its impact on academic achievement of students of agriculture vocational schools in Iran

ABSTRACT Purpose: The research aimed to investigate the factors underpinning academic optimism and its impact on the academic achievement of students in agriculture vocational schools. Methodology: It was carried out among the students of the agriculture vocational schools in Tehran province, Iran (N = 435). A sample of 158 students was taken by the stratified random sampling with proportional assignment. The measurement instrument was standard questionnaires whose validity was determined by content and construct validity. To estimate the reliability of the questionnaires, a pilot study was conducted on 30 individuals outside the sample, and Cronbach’s alpha and composite reliability were measured. Findings: The results showed that academic engagement and academic emotions had significant impacts on students’ academic optimism. The effect of academic optimism was also found to be significant on students’ academic achievement. It is concluded that academic optimism and its components, both at the personal and school level, play an essential role in students’ academic achievement. Practical implications: The Education Organization should develop plans for improving teachers’ and students’ academic optimism and enhancing their motivation for academic achievement. Theoretical implications; The study enriches the existing literature on academic achievement by emphasizing the importance of academic optimism in the process of agricultural technical and vocational education. It also highlights the potential of psychological components to motivate students’ academic optimism in the process of academic achievement. Principals and educators are suggested to develop optimistic beliefs in themselves and create an optimistic, active, and vibrant school climate, thereby providing the conditions for the growth of academic optimism among students. Originality/value: The paper provides insight for education organizations to recognize the barriers to the improvement of the students’ academic achievement in the agriculture vocational schools.