The Relationship between Optimism and Academic Achievement among University Students in Pakistan
Keywords:
Optimism, Collectivistic Culture, Pakistan, Academic AchievementAbstract
The students’ academic achievement cannot be studied in isolation as optimism shares a relationship with students’ academic performance. The previous studies suggested the association between optimism and academic achievement. Moreover, the males were found optimistic as compared to females. In the light of previous findings, the first hypothesis was there would be a relationship between optimism and academic achievement. Second hypothesis was males would be more optimistic than females in collectivistic culture whereas the third hypothesis was females would have high academic achievement than males. There were two hundred and ninety-six students who were randomly selected for this study and they were administered a questionnaire that was Revised Life Orientation Test (LOT-R) which aimed to measure the level of optimism and pessimism. The achievement of the students measured through their Cumulative Grade Point Average (CGPA). The males and females were significantly different across the variable academic achievement. On contrary to this, no significant difference found between both the sexes across optimism. Furthermore, no remarkable relationship reported between optimism and academic achievement. The collectivistic culture of Pakistan could be the cause behind non-significant results.
References
Abdel-Khalek, A. M., & Lester, D. (2017). The association between religiosity, generalized self efficacy, mental health, and happiness in Arab college students. Personality and Individual Differences, 109, 12-16. doi:10.1016/j.paid.2016.12.010
Adler, A. (2017). Educación positiva: Educando para el éxito académico y para la vida plena. Papeles Del Psicólogo - Psychologist Papers,37(1), 50. doi:10.23923/pap.psicol2017.2821
American Psychiatric Association. (2002). DSM-IV-TR. Diagnostic and statistical manual of mental disorders (4th rev. ed.). Washington, DC: Author.
Antonczyk, R. C., & Salzmann, A. J. (2014). Overconfidence and optimism: The effect of national culture on capital structure. Research in International Business and Finance, 31, 132-151. doi:10.1016/j.ribaf.2013.06.005
Arshad, M., Imran HaiderZaidi, S.M., &Mahmood, K. (2015). Self-esteem and academic performance among university students.Journal of Education and Practice, 6 (1), 156 162.
Aydin, B., Sari, S. V., & ?ahin, M. (2014). Parental acceptance/involvement, self-esteem and academic achievement: The role of hope as a mediator. Cumhuriyet International Journal of Education, 3(4), 37-48. doi:10.30703/cije.321356
Besser, A., & Zeigler-Hill, V. (2012). Positive Personality Features and Stress among First year University Students: Implications for Psychological Distress, Functional Impairment, and Self-esteem. Self and Identity, 13(1), 24-44. doi:10.1080/15298868.2012.736690
Cenk, D. S., & Demir, A. (2015). The relationship between parenting style, gender and academic achievement with optimism among Turkish adolescents. Current Psychology, 35(4), 720-728. doi: 10.1007/s12144-015-9375-1
Chiesi, F., Galli, S., Primi, C., Innocenti Borgi, P., & Bonacchi, A. (2013). The accuracy of the Life Orientation Test-Revised (LOT-R) in measuring dispositional optimism: evidence from item response theory analyses. Journal of personality assessment, 95(5), 523–529. https://doi.org/10.1080/00223891.2013.781029
Cooperrider, D. (1990). Positive image, positive action: The affirmative basis of organizing. In S. Srivasta, D. Cooperrider, & Associates (Eds.), Appreciative management and leadership: The power of positive thought and action in organizations (pp. 91–125). San Francisco, CA: Josey-Bass.
Creswell, J. W. (2014). Study guide for Research design: Qualitative, quantitative, and mixed methods approaches. United Kingdom: Content Technologies.
Demetriou, C. & Schmitz-Sciborski, A. (2011). Integration, motivation, strengths and optimism: Retention theories past, present and future. In R. Hayes (Ed.), Proceedings of the 7th National Symposium on Student Retention, 2011, Charleston. (pp. 300-312). Norman, OK: The University of Oklahoma.
El-Anzi, F. O. (2005). Academic achievement and its relationship with anxiety, selfesteem, optimisim, and pessimism in Kuwaiti students. Social Behavior and Personality, 33(1), 95–104.
Fabio, A. D., & Bucci, O. (2015). Affective profiles in Italian high school students: life satisfaction, psychological well-being, self-esteem, and optimism. Frontiers in Psychology, 6. doi:10.3389/fpsyg.2015.01310
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Gómez- Molinero, R., Zayas, A., Ruíz-González, P., & Guil, R. (2018). Optimism and resilience among university students. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 1(1), 147. https://doi.org/10.17060/ijodaep.2018.n1.v1.1179
Hayat, A. A., Emad, N., Sharafi, N., & Keshavarzi, M. H. (2022). A comparative study of Students’ academic optimism and hope, and their relationships with academic achievement. Shiraz E-Medical Journal, 23(11). https://doi.org/10.5812/semj-121136
Hayes, A. (2023, January 16). Systematic sampling: What is it, and how is it used in research?. Investopedia. https://www.investopedia.com/terms/s/systematic-sampling.asp
Heine, S. H., Lehman, D. R., Markus, H. R., & Kitayama, S. (1999). Is there a universal need for positive self-regard? Psychological Review, 106(4), 766-794. doi:10.1037//0033 295x.106.4.766
Joshi, S. &Srivastava, R. (2009).Self-esteem and Academic Achievement of Adolescents. Journal of the Indian Academy of Applied Psychology,35, 33-39.
Kumar, R. (2019, October 30). Student suicides in Pakistan: More than a mental health issue. Naya Daur. Retrieved October 19, 2022, from https://nayadaur.tv/2019/01/student-suicides-in-pakistan-more-than-a-mental-health-issue/
Kwok, S. Y., & Gu, M. (2017). The role of emotional competence in the association between optimism and depression among Chinese adolescents. Child Indicators Research, 10(1), 171-185.
Layous, K., Chancellor, J., Lyubomirsky, S., Wang, L., & Doraiswamy, P. M. (2011). Delivering happiness: Translating positive psychology intervention research for treating major and minor depressive disorders. The Journal of Alternative and Complementary Medicine, 17(8), 675-683.
McCulloch, L. (2006). The relationship among hope, optimism, gender, and academic achievement. [Dissertation, University of British Columbia Okanagan]
Morton, S., Mergler, A., & Boman, P. (2013). Managing the Transition: The Role of Optimism and Self-Efficacy for First-Year Australian University Students. Australian Journal of Guidance and Counselling, 24(01), 90-108. doi:10.1017/jgc.2013.29
Newcomb-Anjo, S. E., Villemaire-Krajden, R., Takefman, K., & Barker, E. T. (2017). The unique associations of academic experiences with depressive symptoms in emerging adulthood. Emerging Adulthood, 5(1), 75-80.
Okechukwu, F. O., Ogba, K. T., Nwufo, J. I., Ogba, M. O., Onyekachi, B. N., Nwanosike, C. I., & Onyishi, A. B. (2022). Academic stress and suicidal ideation: Moderating roles of coping style and resilience. BMC Psychiatry, 22(1). https://doi.org/10.1186/s12888-022 04063-2
Orozco, R., Benjet, C., Borges, G., Moneta Arce, M. F., Fregoso Ito, D., Fleiz, C., & Villatoro, J. A. (2018). Association between attempted suicide and academic performance indicators among middle and high school students in Mexico: Results from a national survey. Child and Adolescent Psychiatry and Mental Health, 12(1). https://doi.org/10.1186/s13034-018-0215-6
Pluskota, A. (2014). The application of positive psychology in the practice of education. Springer Plus, 3, 147. http://doi.org/10.1186/2193-1801-3-147
Puskar, K.R., Bernardo, L.M., Ren, D., Haley, T.M., Tark,K.H., Switala,J., & Siemon,L. (2010). Self-esteem and optimism in rural youth: Gender differences. Contemporary Nurse, 34 (2), 190-198.
Rasmussen, H. N., Scheier, M. F., & Greenhouse, J. B. (2009). Optimism and physical health: A meta-analytic review. Annals of Behavioral Medicine, 37(3), 239-256. doi:10.1007/s12160-009-9111-x
Scheier, M. F., & Carver, C. S. (1993).On the power of positive thinking: The benefits of being optimistic. Current Directions in Psychological Science, 2, 26-30. http://dx.doi.org/10.1111/1467-8721.ep10770572
Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the Life Orientation Test. Journal of Personality and Social Psychology,67(6), 1063-1078. doi:10.1037/0022-3514.67.6.1063
Shakil, M. (2019). A qualitative analysis of suicides committed by the students in Pakistan. Pakistan Journal of Medical Research, 58(1), 35-40.
Shapira, L. B., & Mongrain, M. (2010). The benefits of self-compassion and optimism exercises for individuals vulnerable to depression. The Journal of Positive Psychology,5(5), 377 389. doi:10.1080/17439760.2010.516763
Singh, I., &Jha, A. (2013). Anxiety, optimism and academic achievement among students of private medical and engineering colleges: A comparative study. Journal of Educational and Developmental Psychology, 3(1). http://dx.doi:10.5539/jedp.v3n1p222
Smokowski, P. R., Evans, C. B., Cotter, K. L., & Webber, K. C. (2013). Ethnic identity and mental health in American Indian youth: Examining mediation pathways through self esteem, and future optimism. Journal of Youth and Adolescence, 43(3), 343-355. doi: 10.1007/s10964-013-9992-7
The Nation. (2021, February 21). Suicidal rate in Pakistan. Retrieved October 19, 2022, from https://www.nation.com.pk/22-Feb-2021/suicidal-rate-in-pakistan
Twinomugisha, S.R. (2008). The relationship between self-esteem and academic achievement . Retrieved from http://www.academia edu/ 836793 1/SELF_ESTEEM_ AND_ACADEMIC_ACHIEVEMENT.
Yeager, D. S., & Dweck, C. S. (2014). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302 314. doi:10.1080/00461520.2012.722805
Y?ld?r?m, N., Karaca, A., Cangur, S., Ac?kgoz, F., & Akkus, D. (2017). The relationship between educational stress, stress coping, self-esteem, social support, and health status among nursing students in Turkey: A structural equation modeling approach. Nurse Education Today, 48, 33-39. doi:10.1016/j.nedt.2016.09.014
