Optimistic Versus Pessimistic Life-Orientation Beliefs among University Teachers

Optimistic Versus Pessimistic Life-Orientation Beliefs among University Teachers Marium Din 1, Samra Afzal 2 1,2 National University of Modern Languages, Islamabad, Pakistan dr.mariumdin@gmail.com, afzalsamra@yahoo.com Abstract Optimism and pessimism describe expectancies of people about their future. Present research has investigated optimistic and pessimistic life-orientation of teachers working in public and private universities. Life-orientation Test-Revised (LOT-R) developed by Scheier, Carver, & Bridges in 1994 was used for measuring life-orientation: optimism and pessimism. 363 teachers from six public and private sector universities of Islamabad, Pakistan were participated as a sample of study through stratified random sampling technique. Mean, standard deviation, t-test, and ANOVA ware used as statistical techniques for analysis of data through SPSS 21. Findings revealed that both strata of teachers on the basis of life-orientation are present.university teachers were found to be optimistic and pessimistic. They had moderately high optimistic and pessimistic life-orientation. Significant mean differences were found to be present in teachers optimistic and pessimistic lifeorientation due to age, academic qualification, and length of professional experience. Key Words Life-orientation; Optimism; Pessimism; Optimistic exploratory style; Pessimistic exploratory style. 1 Introduction Optimism describes expectancies of positive consequences while pessimism describes expectancies of negative consequences. So people can be low or high on optimism and pessimism (Chang et al., 1994). Optimism can also be described as an attitude and mood tied with expectation regarding material or social future, especially socially desirable, of his or her own advantage and pleasure (Tiger, 1979). Optimism is also linked with specific way of goal framing, positive affect and coping style. Optimists tend to show attention to information which is positive; have problem solving behavior, exhibit active engagement and positive reframing. Pessimist people in contrast, pay more attention to negative information, and also show denial, passivity and avoidance (Carr, 2004). From philosophical point of view, optimism and pessimism are presumed human capacity to forecast future in an accurate manner. Accurate forecasting depends on the reliable interpretation of circumstances keeping in view the past and present in a logical style. Explaining the optimism and pessimism in a philosophical term has two forms. A priori reasoning: forecasting future based on general principles that are unchallenged. A posteriori reasoning: forecasting the future based on empirical verifiable patterns of nature (Chang, 2001). As psychological position, optimism describes hopeful expectations regarding a specific situation (Scheier and Carver, 1988). Optimism thus expresses people expectations which are favorable concerning future. Such expectations more likely should lead towards success on a specific situation or problem and also contribute for promotion of continued efforts for solving problem which results in 14

Din and Afzal International Journal of Basic and Applied Science, better outcomes (Carver and Scheier, 1990). This is more generalized way of describing expectancy regarding good or bad consequences in life. It is also characterized as dispositional optimism or pessimism (Scheier and Carver, 1985). Dispositional optimism can be best described as self-regulatory model. People explore impediments behind the way they adopt for goal achievement. If people believe that goals can be achieved even in difficult circumstances, they are optimists and if they give up they are pessimists. Dispositional optimism is associated with number of indices of physical as well as psychological health. People who show high score on the dispositional optimism report less symptoms of depression, more use of coping strategies in an effective manner, and definitely display less physical signs as compared to people with high pessimism (Scheier and Carver, 1992, 1993). Buchanan & Seligman (1995) has theorized described optimism as an individual characteristic or exploratory style in the field of positive psychology. It is a way an individual explains the reason/s behind the bad happening. There are three dimensions of exploratory style. 1. Internal versus external 2. Stable versus unstable 3. Global versus specific People who relate bad events with unstable, specific and external causes are optimistic while those who relate bad events with stable, global and internal causes are pessimistic. So there are two styles: optimistic exploratory style and pessimistic exploratory style. Optimists exhibit high level of physical wellbeing, motivation and achievement. Optimism and pessimism explain that how people describe their routinely life events (Seligman, 1991). According to Scheier and Carver (1993), exploratory style and dispositional optimism are conceptually linked. 1.1 Rationale of Study Researches indicated that optimism effect the mental and physical well-being (Carver, Scheier, & Segerstrom, 2010). Optimistic people are more inclined towards the greater quality of life as compared to pessimistic people (Scheier & Carver, 1992). Optimism is also linked with the subjective well-being (Carver et al., 2010). A study conducted by Alloy et al. (2006) explained that there is an inverse relationship between optimism and hopelessness. The findings of a research conducted by Beard et al. (2009) also found that teachers personal optimism definitely affect the academic optimism in their teaching as well as in students performance. According to Carver, Scheier, & Segerstrom (2010) Optimistic people face different life challenges in confident and persistent manner even in situations when progress is slow and difficult. While pessimistic people show hesitation and doubtful attitude in the same circumstances. The way people confront difficult challenges describes the goal directed behavior of people towards success and also explains that how they cope with stress. According to Schulman, (1995) optimistic way of explaining the negative events are associated with higher level of academic success in college students. It is also associated with increased job security. According to Seligman (1991), academic achievement is linked with the optimism. Only talent and aptitude are not enough for the success, potential without optimism has little meaning. Optimism/ pessimism life-orientation is still an ignored area in research. There are very few researches in the area of optimism generally and in the educational settings specifically. Therefore, it was felt a need to conduct a research study to explore teachers life-orientation (optimism/ pessimism) at university level. 1.2 Objectives The objectives of the research study were to: www.insikapub.com 15

International Journal of Basic and Applied Science, Din and Afzal 1. Explore life-orientation (optimistic/pessimistic) beliefs of university teachers. 2. Compare teachers life-orientation (optimistic/pessimistic) orientation beliefs working in public and private universities. 3. Find out the differences in teachers optimistic/pessimistic life -orientation beliefs due to their gender, age, faculties and academic qualification. 1.3 Hypotheses H01a: University teachers have same optimistic life-orientation regardless of public and private sector. H01b: University teachers have same pessimistic life-orientation regardless of public and private sector. H02a: University teachers have same optimistic life-orientation regardless of their gender. H02b: University teachers have same pessimistic life-orientation regardless of their gender. H03a: University teachers have same optimistic life-orientation regardless of their age. H03b: University teachers have same pessimistic life-orientation regardless of their age. H04a: University teachers have same optimistic life-orientation regardless of their teaching faculties. H04b: University teachers have same pessimistic life-orientation regardless of their teaching faculties. H05a: University teachers have same optimistic life-orientation regardless of their academic qualification. H05b: University teachers have same pessimistic life-orientation regardless of their academic qualification. H06a: University teachers have same optimistic life-orientation beliefs regardless of their number of years in service. H06b: University teachers have same pessimistic life-orientation beliefs regardless of their number of years in service. 2 Methodology Present study followed the quantitative research approach with survey design. Questionnaire was used for gathering data. Three public and three private sector universities of Islamabad Capital Territory were selected. From these six universities 363 (public universities teachers N=200, private universities teachers N=163). Mean, t-test, standard deviation, and ANOVA were used for statistical treatment. 2.1 Population, Sample Size and Sampling Technique Teachers working at universities in the Islamabad Capital Territory were the population of the study. Generally, two sectors are working side by side: public and private. Keeping in view, both sectors were taken into account. So, three universities from public and three from the private sector were selected through stratified sampling technique. Stratified sampling helped the researchers to make homogenous strata for getting a representative sample from the population. Further, four sub-strata were made on the basis of faculties. These sub-strata were Social Sciences, Management Sciences, Engineering, and Languages. Thus, 363 teachers participated in the study as a sample. 2.2 Instrument For measuring the life-orientation: optimism and pessimism, Life-orientation Test-Revised (LOT-R ) developed by Scheier, Carver, & Bridges in 1994 was used. It consisted of ten items. Four items were filler, while three described the optimism and three described the pessimism. Statistical procedures were not run on the filler items. Five- point scale was used ranging from I agree a lot to I disagree a lot. LOT-R was used dimensions wise which were optimism and pessimism. As Peterson (2006) asserts that optimism does not mean the lack of pessimism. 16 Insan Akademika Publications

Din and Afzal International Journal of Basic and Applied Science, 1. Data Analysis Table 1. Demographic Profile of the Respondents Variable Categories Public N=200 Private N=163 Frequency Percentage Frequency Percentage Gender Males 94 47 61 37 Females 106 53 102 62 Age Less than 25 20 10 22 13.5 25-35 65 32.5 34 20.9 36-45 63 31.5 65 39.9 45-55 49 24.5 42 25.8 56+ 3 1.5 - - Faculties Social Sciences 93 46.5 73 44.8 Management Sciences 80 40 61 37.4 Languages 10 5 16 9.8 Academic Qualification Length of Service (years) Engineering 17 8.5 13 8 M.A/M.Sc. 37 18.5 29 17.79 M.S/M.Phil. 134 67 101 63.89 Ph.D. 26 13 22 13.5 Post-Doctorate 3 1.5 1 0.61 0-3 28 14 47 28.8 4-6 64 32 63 38.7 7-9 41 20 35 21.5 10-12 55 27 8 4.9 13-15 6 3 5 3.1 16+ 6 3 5 3.1 Table 2. Life-orientation beliefs profile of university teachers (N=363) Variables Optimistic lifeorientation Pessimism lifeorientation Teachers of public universities (N=200) Teachers of private universities (N=163) Overall life-orientation (N=363) Mean SD Mean SD Mean SD 3.54.965 3.48 1.118 3.51 1.036 3.16.727 3.56.992 3.34.878 Five point scale ranging from I agree a lot to I disagree a lot was used for assessing the optimistic and pessimistic life-orientation among university teachers. Results indicated that mean value regarding www.insikapub.com 17

International Journal of Basic and Applied Science, Din and Afzal the optimism among public universities teachers (3.54) was slightly higher than the optimism among private university teachers (3.48). Values regarding the pessimistic life-orientation showed that the mean value in public universities teachers (3.16) was less as compared to the private university teachers (3.56). Thus, teachers of public sector universities were higher on optimistic life-orientation while teachers of private sector universities were higher on pessimistic life-orientation. Overall mean value regarding the optimistic life-orientation showed moderately high optimistic life-orientation. Table 3. Comparing the optimistic versus pessimistic Life-orientation among teachers of public and private sector universities Variable Sector N mean t df p Optimistic Life-orientation Pessimistic life-orientation Public 200 3.54.535 361.593 Private 163 3.48 Public 200 3.16-4.489 361.000 Private 163 3.56 Independent samples t-test was applied to identify the mean differences among faculty of public and private universities regarding the optimistic and pessimistic life-orientation. The t-value (.535) was not significant at p=.593. Results indicated that mean value regarding the optimistic life-orientation was slightly higher in public universities teachers (3.520) but insignificant. On the basis of this finding the null hypothesis H01a that university teachers have same optimistic life-orientation regardless of public and private sector was accepted. Results regarding the pessimistic life-orientation showed that there was significant difference in the pessimistic life-orientation in both public and private sector universities teachers as t=-4.489, p=.000. Teachers of private sector universities were found higher on the pessimistic life-orientation thus rejecting the H01b. Table 4. Mean differences in teachers optimistic and pessimistic Life-orientation beliefs due to their gender Variable gender N Mean df t P Optimistic life-orientation Pessimistic life-orientation Male 155 3.44 361-1.186.237 female 208 3.57 Male 155 3.31 361 -.552.582 female 208 3.36 Results indicated that no difference was present in optimistic and pessimistic life-orientation of teachers of public and private universities due to their gender. Therefore the null hypotheses H02a and H02b that university teachers have same optimistic and pessimistic life-orientation regardless of their gender are accepted. Table 5. Mean Differences in Teachers Optimistic and Pessimistic Life-orientation Beliefs due to their age Variable Age N Mean df F p Optimistic life-orientation Less than 25 42 3.76 358 5.064.001 18 Insan Akademika Publications

Din and Afzal International Journal of Basic and Applied Science, Pessimistic life-orientation 25-35 99 3.59 36-45 128 3.66 45-55 91 3.13 56+ 3 2.78 Less than 25 42 3.53 358 2.480.04 25-35 99 3.47 36-45 128 3.32 45-55 91 3.12 56+ 3 3.33 Analysis of variance was calculated for finding out the mean differences in the teachers optimistic and pessimistic life-orientation due to their age. A significant mean difference was present in teachers different age groups regarding their optimistic life-orientation as F=5.064, p=.001. Results also indicated that teachers with age group of less than 25 years (3.76) were having more optimistic life-orientation attitude as compared to the other age group categories thus rejecting the hypothesis H03a that university teachers have same optimistic life-orientation regardless of their age. In case of pessimistic lifeorientation, significant mean difference was also found in teachers pessimistic life-orientation as F=2.480, p=.04 thus rejecting the H03b. Table 6. Mean Differences in Teachers Optimistic and pessimistic Life-orientation Beliefs due to their Faculties Variable Teaching Faculties N Mean df F p Optimistic Life-orientation Pessimistic Life-orientation Social Sciences 166 3.46 359.486.692 Management sciences 141 3.52 Languages 26 3.67 Engineering 30 3.64 Social Sciences 166 3.39 359.892.446 Management sciences 141 3.26 Languages 26 3.49 Engineering 30 3.26 Results indicated that F value (.486) of teachers optimistic life-orientation was not significant as p=.692. There was no difference found in the faculties of Social Sciences, Management Sciences, Languages and Engineering regarding the optimistic life-orientation beliefs. The highest mean value regarding teachers optimistic beliefs was found in Faculty of Languages (3.67) which was marginally different from the Social Sciences (3.46), Management Sciences (3.52) and Engineering (3.64). Thus hypothesis H04a was accepted that university teachers have same optimistic life-orientation regardless of their teaching faculties. As, teachers pessimistic life-orientation is concerned, there was no difference found in Faculty of Social Sciences, Management Sciences, Languages, and Engineering and also insignificant. Therefore the null hypothesis H04b was rejected as well. Table 7. Mean Differences in Teachers Optimistic Life-orientation Beliefs due to their academic Qualification www.insikapub.com 19

International Journal of Basic and Applied Science, Din and Afzal Variable Academic Qualification N mean df F p Optimistic Life-orientation Pessimistic Life-orientation M.A/M.Sc. 76 3.82 359 3.894.00 M.S/M.Phil. 235 3.45 Ph.D. 48 3.43 Post-Doctorate 4 2.58 M.A/M.Sc. 76 3.61 359 3.344.01 M.S/M.Phil. 235 3.25 Ph.D. 48 3.32 Post-Doctorate 4 3.17 One way ANOVA was applied for measuring the mean differences among teachers life-orientation beliefs due to their academic qualification. The F value (3.894) regarding teachers optimistic lifeorientation is significant as p=.00. Results of mean value also indicated that teachers with academic qualification of M.A/M.Sc. (3.82) had most optimistic life-orientation beliefs as compared to the rest of the qualifications. While teachers who had the qualification of post -doctorate were less in number and also found low in optimistic life-orientation. Thus rejecting the H05a that university teachers have same optimistic life-orientation regardless of their academic qualification. While in case of teachers pessimistic life-orientation, significant difference was found in teachers academic qualifications and pessimistic life-orientation. This is also significant as p=.01 thus rejecting the hypothesis H05b. Table 8. Mean Differences in Teachers Optimistic Life-orientation Beliefs due to their number of years in service Variable Number of years in service N mean df F p Optimistic Life-orientation Pessimistic Life-orientation 0-3 75 3.67 357 3.955.00 4-6 127 3.71 7-9 76 3.38 10-12 63 3.24 13-15 11 3.52 16+ 11 2.67 0-3 75 3.64 375 3.620.003 4-6 127 3.24 7-9 76 3.28 10-12 63 3.14 13-15 11 3.39 16+ 11 2.73 Results of one way ANOVA indicated that F value (3.955) for teachers optimistic life-orientation is significant at p=.00. Teachers who had 4-6 years in their service (3.71) were found higher in their optimistic life-orientation beliefs whereas teachers who had 16+ years in their job (2.67) were found lower in optimistic life-orientation beliefs. Thus rejecting the H06a that university teachers have same optimistic life-orientation beliefs regardless of their number of years in service. There was also significant difference found in number of years in service and teachers pessimistic life-orientation as 20 Insan Akademika Publications

Din and Afzal International Journal of Basic and Applied Science, p=.003 thus rejecting the H06b. Teachers with experience of 0-3 were found high on the pessimistic life-orientation. 3 Discussion The present study was carried out to identify the optimistic life-orientation beliefs of university teachers. 363 teachers from both public and private sector universities of Islamabad participated in the study as respondents. LOT-R developed by Scheier, Carver, & Bridges in 1994 was used for collecting data. Objective one of the study was to identify the optimistic and pessimistic life-orientation beliefs of teachers working in the universities. Mean and standard deviation was calculated. Results revealed that teachers working in universities had moderately high optimistic and moderately high pessimistic lifeorientation beliefs. Optimism does not simply means absence of pessimism (Peterson, 2006). Different researches explain that people with high optimistic beliefs face fewer depressive symptoms while coping with emotions or problems (Chico, 2002). Optimistic people reframe difficult situation in an appropriate way, use solution focused strategies for coping problems and have stable emotional responses while pessimistic people react with denial when face problems and have no goals (Peterson and Bossio, 1991). Second objective of the study was to compare the teachers optimistic life-orientation beliefs in public and private universities. T-test was applied for accomplishing the objective. Significant difference was present in the teachers life-orientation beliefs working in public and private universities. Teachers working in public universities were slightly higher in optimistic life-orientation beliefs while teachers of public universities were more inclined towards the pessimistic life-orientation. Third objective of the study dealt with finding out the mean difference among teachers optimistic lifeorientation beliefs due to their gender, age, teaching faculties, academic qualification and number of years in service. For this t-test and one way ANOVA was applied. No mean difference was found in the teachers optimistic as well as pessimistic life-orientation due to their gender difference. A significant mean difference was found in the teachers optimistic life-orientation in different age group categories. Teachers with age of less than 25 were having more optimistic life-orientation while 56+ age group teachers were having less optimistic life-orientation. In study conducted by Lachman et al. (2008) also found that younger people are more optimistic than older people. Findings regarding the teaching faculties and teaches optimism and pessimistic life-orientation explained that there were no mean differences present among Faculties of Social Sciences, Languages, Engineering and Management Sciences regarding teachers optimistic orientation of life. Statistically significant effect of academic qualification was found on teachers optimistic life-orientation beliefs. Teachers who were having qualification of M.A/M.Sc. were found higher in optimistic life-orientation while teachers with qualification of Post- Doctorate were found lower. As far as length of service is concerned, significant effect of number of years in service was found on the optimistic and pessimistic life-orientation beliefs. Teachers having 0-3 years of service length were more inclined towards the optimistic life-orientation and 16+ experience were less inclined towards the optimistic life-orientation. While in case of pessimistic life-orientation teachers with 4-6 were more inclined towards the pessimistic life-orientation. 4 Conclusions Based on the above findings it is concluded that university teachers have moderately high optimism lifeorientation beliefs. It was also concluded that teachers working in the private sector were more inclined www.insikapub.com 21

International Journal of Basic and Applied Science, Din and Afzal towards the optimistic life-orientation as compared to the teachers working in the public universities. Significant mean difference was present in the age, academic qualification and number of yeas in service regarding teachers optimistic life-orientation. While no significant difference and effect of gender and faculties was detected regarding the teachers optimistic life-orientation. References Alloy, L. B., Abramson, L. Y., Whitehouse, W. G., Hogan, M. E., Panzarella, C., & Rose, D. T. (2006). Prospective incidence of first onsets and recurrences of depression in individuals at high and low cognitive risk for depression. Journal of abnormal psychology, 115(1), 145. Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2009). Academic optimism of individual teachers: Confirming a new construct. Working paper, Ohio State University, USA. Buchanan, G. M., & Seligman, M. E. P. (1995). Explanatory style. Hillsdale, NJ: Erlbaum. Carr, A. (2004). Positive Psychology: The Science of Happiness and Human strengths. Routledge. Carver, C. S., & Scheier, M. F. (1990). Principles of self-regulation: Action and emotion. In E. T. Higgins & R. M. Sorrentino (Eds.), Handbook of motivation and cognition (Vol. 2, pp. 3-52). New York: Guilford Press. Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical Psychology Review, 30, 879-889 Chang, E. C., D'Zurilla, T. J., & Maydeu-Olivares, A. (1994). Assessing the dimensionality of optimism and pessimism using a multimeasure approach. Cognitive Therapy and Research, 18, 143-160. Chang, E. C., ed., (2001). Optimism & pessimism: Implications for theory, research, and practice. Washington, DC: American Psychological Association. Chico, E. (2002). Optimismo disposicional como predictor de estrategias de afrontamiento. Psicothema,14, 544-550. Lachman ME, Rocke C, Rosnick C, Ryff CD (2008). Realism and illusion in Americans temporal views of their life satisfaction. Psychological Science 19, 889 897. Peterson, C. & Bossio, L. (1991). Health and optimism. New York: Free Press. Peterson, C. (2006). A Primer in positive psychology. New York: Oxford University Press. Scheier, M. F., & Carver, C. S. (1985). Optimism, coping and health: Assessment and implications of generalized outcome expectancies. Health Psychology, 4,219-247. Scheier, M. F., & Carver, C. S. (1988). A model of behavioral self-regulation: Translating intention into action. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 21, pp. 303-346). San Diego, CA: Academic Press. Scheier, M. F., & Carver, C. S. (1992). Effects of optimism on psychological and physical well-being: Theoretical overview and empirical update. Cognitive Therapy and Research, 16, 201-228. 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. Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A re-evaluation of the Life-orientation Test. Journal of Personality and Social Psychology, 67, 1063-1078. Schulman, P. (1995). Explanatory style and achievement in school and work. In G.M. Buchanan & M. E. P. Seligman (Eds.), Explanatory style (pp. 159-171).Hillsdale, NJ: Erlbaum. Seligman, M. E. P. (1991). Learned optimism. New York: Knopf. Tiger, L. (1979). Optimism: The biology of hope. New York: Simon & Schuster. 22 Insan Akademika Publications