Glass Half Full: Impact of Op/mism on Student Academic Achievement Evan R. Pagel, M.Ed. & Robert J. Dixon, Ph.D., NCSP University of Wisconsin-­‐La Crosse Abstract Methods Discussion A positive mindset can make a world of difference in
a student’s physical and psychological well-being,
which can greatly influence their academic
capabilities. This study will examine the impact that
gender and feelings of optimism have on academic
achievement. Implications will be considered with
respect to how findings can be used to guide the
efforts of school psychologists in raising levels of
optimism among the students they serve.
•  Participating students completed the Life Orientation Test-Revised scale which consists of 3 optimism
questions, 3 pessimism questions which were reverse scored, and 4 filler questions which were omitted.
•  Participants were also asked a series of 3 qualitative questions related to their perceived level of optimism,
what it would take to increase their optimism, and the skills/resources they possess to overcome a bad day.
•  Grade point averages (i.e., achievement) were calculated using a pseudo-GPA measure based on self-report
grades from four core classes (i.e., mathematics, English, science, history/social studies).
•  A median split was performed on the optimism variable to create high (> 21) and low (< 21) groups.
•  There is a significant difference between levels of
optimism on academic achievement.
•  Gender differences were not found to have a
significant impact on student achievement.
•  The LOT-R scale can be used as a screener to
identify potential academic concerns.
•  Limitations of this study concern social
desirability, including the following:
•  Inflation of self-reported grades.
•  Overly optimistic response set.
•  Implications for school psychologists:
•  Practitioners can focus on intervening
with students who exhibit low levels of
optimism in an effort to raise GPA.
•  Practitioners can work proactively to
promote positive psychology to potentially
impact academics.
Literature Review •  Since its inception, the focus of psychology has
overwhelmingly been on mental illness.
Pioneering research has been conducted in more
recent years to shed new light on the positive
side of psychology, with optimism being a
construct that has gained particular attention
(Peterson & Bossio, 1991).
•  Two theories of optimism predominate: Scheier
and Carver’s (1988, 1993) dispositional optimism
and Seligman’s (1991) explanatory styles.
•  Teahan (1958) discovered that a high degree of
academic achievement correlated with a high
degree of optimism among an all-male middle
school sample.
•  Cross-cultural research completed by AbdelKhalek and Lester (2006) revealed that Kuwaiti
participants were more pessimistic and less
optimistic than their American counterparts,
without any particular attention paid to gender
differences.
Objec>ve •  To expand the body of optimism research this
study seeks to investigate the impact that gender
and feelings of optimism have on academic
achievement.
Results •  A total of 110 participating high school students (55 females, 54 males) from the Midwest were surveyed.
•  Grade (9th = 34, 10th = 32, 11th = 33, 12th = 11) and ethnicity (92% Caucasian).
Scale
Mean
SD
Min
Max
α
LOT-R
3.23
.35
2.90
3.77
.77
GPA
3.20
.68
1.13
4.00
N/A
•  A 2x2 analysis of variance (ANOVA) was used to examine the impact of optimism (low/high) and gender
(male/female) on achievement.
•  A significant main effect of optimism on achievement was found, F(1,99) = 6.18, p<.05, η=.06.
•  Impact of gender on achievement was non-significant, F(1,99) = 3.14, p>.05.
•  The interaction of optimism and gender on achievement was also non-significant, F (1,99) = .05, p>.05.
4 Positivity (N = 15)
Self-Confidence (N = 7)
Less Stress (N = 5)
More Money (N = 3)
Getting a Job (N = 3)
Less Bad Luck (N = 3)
(3.39 GPA)
(3.05 GPA)
3 Increasing Optimism
2 Positivity (N = 22)
Determination (N = 21)
Friends (N = 19)
Happiness (N = 15)
Relaxation (N = 13)
Family (N = 6)
Gratitude (N = 5)
1 Low Op/mism High Op/mism Overcoming a Bad Day
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References Abdel-Khalek, A., & Lester, D. (2006). Optimism and
pessimism in Kuwaiti and American college
students. International Journal of Social
Psychiatry, 52, 110-126.
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.
Seligman, M. E. P. (1991). Learned optimism. New
York: Knopf.
Teahan, J. E. (1958). Future time perspective,
optimism, and academic achievement. The
Journal of Abnormal and Social Psychology, 57,
379-380.
Acknowledgements •  University of Wisconsin-La Crosse Graduate Studies
Office for support of this research project.