Optimism and Grade Expectancies

1999 ◽  
Vol 84 (3) ◽  
pp. 873-879 ◽  
Author(s):  
Jaimily A. Stoecker
Keyword(s):  
Grade Point Average ◽  
Grade Point Averages ◽  
Hierarchical Regression ◽  
Grade Point ◽  
Life Orientation Test ◽  
Life Orientation ◽  
Cumulative Grade Point Average ◽  
University Course ◽  
The Relationship ◽  
Orientation Test

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.

scholarly journals Personality Correlates of Optimism among Couples

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Naseem Ahmad ◽  
Azmat Jahan ◽  
Nasheed Imtiaz
Keyword(s):  
Personality Traits ◽  
Intervention Programs ◽  
Test Results ◽  
Life Orientation Test ◽  
Life Orientation ◽  
Eysenck Personality Inventory ◽  
Personality Correlates ◽  
Significant Difference ◽  
The Relationship ◽  
Orientation Test

This study aimed to examine the relationship between optimism and personality traits (extraversion-introversion, emotional stability-neuroticism and psychoticism) among couples. The study sample consisted of 30 couples, N=60 (30 males and 30 females) with age ranging from 22 to 28 years were selected from the various places of Delhi NCR. For assessing personality traits, Eysenck Personality Inventory-Revised (EPI-R) by Hans Eysenck was employed and for assessing optimism, Life Orientation Test-Revised (LOT-R) developed by Scheier, Carver, and Bridges (1994) was used. Results of the present study were analysed using Pearson-r correlation and t test. Results of study revealed that:  there is a significant positive correlation between optimism and extraversion (personality traits), (r=.368) and no significant correlation between any other constructs of personality and optimism.  Also, there is no significant difference found between male and female on any of the personality traits (extraversion, (t=.912); neuroticism, (t=-.134); and psychoticism, (t=-.423).) and optimism, (t=1.548). The study has important implications for intervention programs.

scholarly journals RELATIONSHIP BETWEEN OPTIMISM AND STRESS TOLERANCE AMONG FLOOD VICTIMS

2020 ◽  
Author(s):  
Asritha Raj ◽  
Seena M. Mathai
Keyword(s):  
Gender Difference ◽  
Stress Tolerance ◽  
Significant Positive Correlation ◽  
Stressful Events ◽  
Early Years ◽  
Life Orientation Test ◽  
Life Orientation ◽  
Age Range ◽  
The Relationship ◽  
Orientation Test

Disasters like flood can result in creating phobia, depression, anxiety etc. in victims, the psychological distress may also affect their optimism, stress tolerance, resilience etc. and thereby their overall psychological wellbeing. Optimism enables an individual to set goals, make commitments, tolerate with adversity and pain and recover from trauma and stress (Schneider &Leitenberg, 1989).Stress tolerance refers to a person's ability to withstand stress without becoming seriously impaired (Carson, Butcher &Mineka, 1996). Objectives of the study: to find out whether there is any difference among flood victims on the basis of age on optimism and stress tolerance, whether there is any gender difference on optimism and stress tolerance among three groups (primary, secondary and both) of flood victims, whether there is any difference between the three groups of victims on optimism and stress tolerance, and also to explore the relationship between optimism and stress tolerance among flood victims. Method: (a).participants- the study was conducted on 115 flood victims, from Ernakulam district in Kerala; in the age range 18-50 years. (b).materials-Life Orientation Test – Revised (Scheier&Carver ,1994), Stress Tolerance Scale (Reshmy&Sanandaraj,1999). Results and conclusion: the results reveal that there is any difference among flood victims on the basis of age on optimism, gender difference among primary victims on optimism among primary victims who engaged in volunteering and/recue activities on stress tolerance and a significant positive correlation between optimism and stress tolerance among flood victims. It is implied that inculcating optimistic view at home and at school, providing optimism based training sessions at school from very early years of age can result in generations that will be able to tolerate stressful events in life, whether it is personal issues, manmade or natural disasters.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

Predictors of Success for Academically Dismissed Students Following Readmission

1994 ◽  
Vol 14 (1) ◽  
pp. 8-12 ◽  
Author(s):  
Kathleen M. Hall ◽  
Sandra Wiley Gahn
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Grade Point Averages ◽  
Predictor Variables ◽  
Predictors Of Success ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Academic Dismissal ◽  
Midwestern University ◽  
Act Score

Students who had been readmitted to a Midwestern university after academic dismissal were studied to discover whether any predictors of subsequent academic success could be identified. Logistic regression was employed to analyze six predictor variables: (a) cumulative grade point average at time of dismissal, (b) grade point average at another school during dismissal period, (c) composite ACT score, (d) number of semesters between dismissal and readmission, (e) number of credits earned at another school during dismissal period, and (f) level in school at time of dismissal. Only the two grade point averages were found to be significant predictors of success following readmission.

School Related Daydreams and Test Anxiety

1983 ◽  
Vol 3 (2) ◽  
pp. 133-138 ◽  
Author(s):  
Steven R. Gold ◽  
Scott W. Minor
Keyword(s):  
Grade Point Average ◽  
Test Anxiety ◽  
Cognitive Activity ◽  
Grade Point Averages ◽  
Grade Point ◽  
Mediating Role ◽  
Negative Thoughts ◽  
Self Talk ◽  
The Relationship

Current models of test anxiety emphasize the mediating role of negative and disruptive internal cognitive activity. Highly test anxious students have been reported to engage in more negative thoughts and fewer positive thoughts during an actual exam. The present study examined the relationship between school related daydreams and level of test anxiety. It was hypothesized that daydream outcome and mood would be correlated with self reported test anxiety, grade point average and self reported arousal and self talk during an exam. Overall the grade point average was the measure most relevant to daydreams. Students with high grade point averages tended to have more happy and successful daydreams and fewer failure daydreams. Self talk during the exam was unrelated to daydream measures. Suggestions for further research were presented.

OPTIMISM AND SOCIOECONOMIC STATUS: A CROSS-CULTURAL STUDY

1996 ◽  
Vol 24 (1) ◽  
pp. 9-18 ◽  
Author(s):  
James W. Schutte ◽  
John K. Valerio ◽  
Victor Carrillo
Keyword(s):  
Socioeconomic Status ◽  
Mexican Americans ◽  
Mexican American ◽  
Cross Cultural ◽  
Factor Scores ◽  
Life Orientation Test ◽  
Life Orientation ◽  
Cross Cultural Study ◽  
The Relationship ◽  
Orientation Test

This research examined the relationship between optimism and socioeconomic status (SES) in a sample (N=245) of Anglo- and Mexican-Americans. Study I found small but significant correlations between both situational (measured by the Generalized Expectancy for Success Scale-Revised; GESS-R) and dispositional optimism (measured by the Life Orientation Test; LOT) and SES. Correlations were stronger for Anglo-Americans than for the sample as a whole and were not statistically significant for Mexican-American subjects. Study 2 used a purely Mexican-American sample (N=254), performed exploratory factor analysis on both the LOT and GESS-R, and correlated the rotated factor scores with SES. A GESS-R factor involving themes of social interaction correlated positively with SES (r=.17). Results are interpreted in terms of cultural differences between the two ethnic groups, particularly in light of the collectivist/individualist culture dichotomy.

scholarly journals Relationship Between Perceived Impact of Terrorism and Optimism in Adults of Karachi, Pakistan

2016 ◽  
Vol 2 (1) ◽  
pp. 71-89
Author(s):  
Erum Siddiq
Keyword(s):  
Dispositional Optimism ◽  
Present Sample ◽  
Life Orientation Test ◽  
Life Orientation ◽  
Impact Scale ◽  
Convenience Sampling ◽  
Perceived Impact ◽  
The Relationship ◽  
Minimum Education ◽  
Orientation Test

The present study aimed to identify the relationship between the perceived impact of terrorism and dispositional optimism of adults of Karachi, Pakistan. It was hypothesized that there would be a negative correlation between the perceived impact of terrorism and dispositional optimism of adults. A total of 100 participants (72 males, 28 females) were recruited through convenience sampling from various organizations of Karachi, Pakistan. The age of participants ranged between 25 to 40 years with a minimum education level of Intermediate/A-levels. Data was collected using through 5Terrorism Impact Scale and Life Orientation Test-Revised (LOT-R) scale. The results of the present study revealed non-significant correlation (r=-0.10, p>0.05) between the variables, signifying that the perceived impact of terrorism had no relationship with dispositional optimism in adults in the present sample. Further studies are needed to explore the existing optimism in the presence of terrorism in the Pakistani context.

scholarly journals Are value priorities related to dispositional optimism and resilience? A correlational study

2016 ◽  
Vol 6 (1) ◽  
pp. 11 ◽  
Author(s):  
Elisabetta Sagone ◽  
Maria Elvira De Caroli
Keyword(s):  
The Elderly ◽  
Value Orientations ◽  
Sense Of Humor ◽  
Life Orientation Test ◽  
Life Orientation ◽  
Openness To Change ◽  
Value Priorities ◽  
Self Transcendence ◽  
The Relationship ◽  
Orientation Test

The aim of this study is to explore the relationship between value priorities and two dispositional dimensions, optimism and resilience, in a sample of 307 healthy Sicilian adolescents (145 boys and 162 girls) aged from 14 to 18 years. We used the Portrait Values Questionnaire (Schwartz, 1992), the Resiliency Attitudes and Skills Profile (De Caroli & Sagone, 2014), and the Life Orientation Test-Revised (Scheier & Carver, 1992). Results indicate that the value priorities of self-enhancement and openness to change are positively related to optimism; self-transcendence is positively related to all dimensions of resilience; conservation is positively related to adaptability, control, and engagement; the value priorities of self-enhancement and openness to change are positively related to sense of humor, competence, and adaptability. Additionally, boys perceive themselves as more optimist, humoristic, competent, and adapted than girls, while girls are more engaged than boys; furthermore, boys judge as mainly important the values of self-enhancement and openness to change, while girls judge as mostly important the self-transcendence. Future researches will deep the relationships among these three constructs in young adults and the elderly. Keywords: resilience; value orientations; optimism; adolescence.

Peak Activation Time, Extraversion, and Students' Achievement

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1217-1218
Author(s):  
R. P. Beaulieu
Keyword(s):  
Organizational Behavior ◽  
Grade Point Average ◽  
Grade Point Averages ◽  
Activation Time ◽  
Sleep Patterns ◽  
Grade Point ◽  
Men And Women ◽  
Cumulative Grade Point Average

Ninety-five men and women enrolled in three sections of a junior course on organizational behavior were differentiated with respect to peak activation time, extraversion, sleep patterns, and cumulative grade point average. Analyses indicate that those 19 most alert in the morning awoke earlier in the day, went to bed earlier at night, and had higher grade point averages than those 36 most alert in the afternoon or in the evening. Those most alert in the morning appeared to be more introverted than those most alert in the afternoon, who seemed to be more introverted than those most alert in the evening.

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