Document Type : Research Paper

Abstract

Identification and measurement of emotional factors affecting academic achievement is one of the most active and important areas in educational psychology, which academic optimism is one of the new structures in the field of positive psychology in this regard. The aim of the present study was to evaluate the psychometric properties of Tschannen‐Moran et al Academic Optimism Scale (2013). The questionnaire includes 28 questions that measure three components of academic emphasis, student trust to teachers, and unity to the school. The subjects of this study were 385 students of first grade high school in Khorramabad city during the academic year 2015-2016 (186 boys and 199 girls) who were selected by relative stratified sampling method based on gender and region. The instrument used in this study was the Tschannen‐Moran Optimism Scale (2013). Confirmatory factor analysis method through the main components method to check the validity of the questionnaire and the Cronbach's alpha coefficient to check the reliability of the questionnaire were used. The results of factor analysis showed that three components are revealed by removing four questions from the whole questionnaire and factor analysis of the rest of the questions and results rotation with varimax method. Also, the results of the parallel analysis were used to identify the exact components that the results of this analysis also confirmed these three components. It was also found that the whole questionnaire and its components had high reliability. In a general view, the results of the study showed that the "academic optimism questionnaire" is suitable for students to measure this feature, and to some extent it can meet the needs of the present.

Keywords

اکبرپور زنگلانی، محمدباقر؛ زارع، حسین؛ اکرامی، محمود و ملکی، حمید. (1395). ارتباط ساختار اجتماعی آموزش، وضعیت اقتصادی- اجتماعی و سرمایه فرهنگی خانواده با درگیری تحصیلی و پیشرفت تحصیلی دانشجویان آموزش از دور و حضوری. فصلنامه روان­شناسی تربیتی، 12، 40، 102-70.
چراغی خواه، زهرا. عرب زاده، مهدی، کدیور، پروین. (1394). نقش خوش­بینی تحصیلی، هیجانات تحصیلی و بهزیستی مدرسه در عملکرد ریاضی دانش­آموزان. پژوهشنامه روانشناسی مثبت، 1،3، 20-11.
دلاور، علی؛ اسماعیلی، نیلوفر؛ حسنوندی، صبا؛ حسنوند، باقر. (1394). بررسی رابطه بین راهبردهای یادگیری خودتنظیمی و انواع جهت­گیری هدف با پیشرفت تحصیلی دانش­آموزان. فصلنامه روان­شناسی تربیتی، 11، 36، 74-58.
عارفی، سمیه. (1393). رابطه بین خوش‌بینی تحصیلی با جهت‌گیری هدف پیشرفت در دانشجویان کارشناسی دانشگاه خوارزمی. پایان نامه کارشناسی ارشد مدیریت آموزشی دانشگاه خوارزمی.
مرادی، کیوان. واعظی، مظفرالدین، فرزانه، محمد، میرزایی، محمد.(1393). رابطه خوش­بینی تحصیلی در بین دانش­آموزان مدرس متوسطه پسرانه مناطق 6 و 9 شهر تهران. فصلنامه پژوهش در یادگیری آموزشگاهی، 2، 5، 80-70.
نقی بیرانوند، فاطمه. (1395). بررسی تأثیر آموزش راهبردهای یادگیری خودتنظیمی بر خود ناتوان‌سازی، تأخیر در رضامندی تحصیلی و خوش­بینی تحصیلی دانش‌آموزان دختر دوره اول متوسطه شهر خرم­آباد. پایان‌نامه کارشناسی ارشد روان­شناسی تربیتی، دانشگاه لرستان.
Allen Best.  Z. (2014).Academic optimism in middle schools: A study of factors that appear to contribute to its development. A Dissertation Submitted to the Faculty of the University of Tennessee at Chattanooga in Partial Fulfillment of the Requirements of the Degree of Doctor of Education. The University of Tennessee at Chattanooga Chattanooga, Tennessee.
Beard, K. S., Hoy, K. W, & Hoy, A. W. (2010). Academic optimism of individual teachers : Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59 (2), 117-142.
Forgeard, M. J. Seligman, M. E. (2012). Seeing the glass half full: A review of the causes and consequences of optimism. Pratiques Psychologiques, 18 (2), 107–120.
Hoy, W. K. Tarter, C. J. & Hoy, A.W.(2006). Academic optimism of schools: a force forstudent achievement. American Educational Research Journal, 43, 425-446.
Hoy, W. K  & .Miskel, C. G.(2005). Educational administration: Theory, research, and practice, 7th edition. New York: McGraw-Hill.
King Bevel, R. (2010). The effects ofacademic optimism on student academicachievement in alabama. For the Degreeof Doctor of Education. Department ofeducational leadership, The University of Alabama.
Overmier, J. B.(2002).On learned helplessness. Integrative Physiological & Behavioral Science, 37, (1), 4–8.
Rimm- Kaufman, S. Sandilos, L. (2015).Improving Students’ Relations with Teachers to Provide Essential Supports for Learning – American Psychological Association Publication.
Scheier, M. F., & Carver, C. S. (1992). Effects of optimism on psychological and physical wellbeing: Theoretical overview and empirical update. Cognitive Therapy and Research, 2, 201-228.
Seligman, M. (2002). Positive Psychology: An Introduction, American Psychologist, 55, 5-14.
Seligman, M. E.  Csikszentmihalyi, M. (2000).Positive psychology: Anintroduction. American psychologist, 55 (1), 5-14.
Seligman, M. E. P. Steen, T. A. Park, N.  Peterson, C .(2005). Positive psychology progress, empirical validationof interventions. The American Psychological Association,60, 5, 410-421.
Seligman, M. E. P. Mayer, S. F. (1967). Failure to escape traumatic shock. Journal of Experimental Psychology, 74, 1–9.
Smith, P. A. & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Educational Administration, 45 (5), 556-568.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. New York. Pearson Education.
Tschannen-Moran, M. Bankole, R. A. Mitchell, R.M. & Moore J.  R. D.M.(2013). Student academic optimism: Aconfirmatory factor analysis. Journal of Educational Administration, 51 (2), 150-175.
Unuvar, S, Avsaroglu, S, Uslu, M.(2012).  An Evaluation of Optimism and Life Satisfaction of Undergraduate Students in the School of Tourism and Hotel Management .Asian Social Science, 8, 12, 140-152.