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Related Experiment Videos

Dispositional optimism and coping with academic examinations

J C Lai1, W Wan

  • 1Department of Applied Social Studies, City University of Hong Kong, Kowloon, Hong Kong. ssjulwin@cityu.edu.hk

Perceptual and Motor Skills
|August 1, 1996
PubMed
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Optimistic students facing academic exams used more self-encouragement and less cognitive avoidance coping strategies. This suggests a link between dispositional optimism and adaptive academic coping mechanisms.

Area of Science:

  • Psychology
  • Educational Psychology
  • Coping Strategies

Background:

  • Dispositional optimism is a cognitive-affective factor influencing individual responses to stress.
  • Academic examinations represent a significant stressor for undergraduate students.
  • Understanding the relationship between optimism and coping can inform interventions.

Purpose of the Study:

  • To investigate the correlation between dispositional optimism and coping strategies used by Hong Kong undergraduates during academic examinations.
  • To examine the association between optimism and both adaptive and maladaptive coping styles.

Main Methods:

  • A correlational study was conducted with 248 Hong Kong undergraduates.
  • Participants completed the Life Orientation Test (LOT) to measure dispositional optimism.

Related Experiment Videos

  • Four categories of coping strategies for academic examinations were assessed.

    • Main Results:

    • A moderate positive correlation (r=.25) was found between dispositional optimism and self-encouragement coping.
    • A small negative correlation (r=-.20) was observed between dispositional optimism and cognitive avoidance coping.
    • These findings indicate a partial association between optimism and adaptive coping.

    Conclusions:

    • Dispositional optimism is partially associated with adaptive coping strategies, specifically self-encouragement, in the context of academic stress.
    • Cognitive avoidance appears to be less utilized by more optimistic students during examinations.
    • The results support the role of optimism in promoting healthier coping mechanisms for academic challenges.