Impact of optimism versus pessimism on life satisfaction in university students

  1. García-Martínez, Inmaculada 1
  2. Molero, David 2
  3. Óscar Gavín Chocano 2
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Educar

ISSN: 0211-819X,  2014-8801

Any de publicació: 2023

Títol de l'exemplar: Innovació educativa en temps complexos

Volum: 59

Número: 2

Pàgines: 473-488

Tipus: Article

DOI: 10.5565/REV/EDUCAR.1677 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Educar

Resum

Ser optimista o pessimista és una forma de pensament intuïtiu, premonitori i condicionat per la mateixa experiència. Diferents autors consideren aquest posicionament una construcció subjectiva relacionada amb les expectatives generades, la motivació i l’esforç. Altres autors, però, el consideren un tret de personalitat lligat a la satisfacció amb la vida i la resposta adaptativa al context. En aquest estudi van participar 561 estudiants universitaris, amb una edat mitjana de 20,31 anys (± 3,46). Els instruments utilitzats van ser: LOT-R i SWLS. L’objectiu d’aquest estudi va ser determinar l’estructura de l’instrument LOT-R, ja que molts estudis n’han qüestionat l’estructura unidimensional o bidimensional, cosa que compromet la validesa de l’instrument. Posteriorment, es va relacionar amb l’escala SWLS mitjançant un model d’equacions estructurals. Els resultats van mostrar que el model bidimensional (optimisme i pessimisme) va ser el més adequat (χ²/gl = 4,36; RMSEA = ,072; SRMR = ,044; GFI = ,960; CFI = ,979). Posteriorment, els resultats descrits anteriorment es van relacionar amb la variable Satisfacció amb la Vida, cosa que va reforçar el model teòric proposat. Les troballes van corroborar la doble dimensionalitat de l’instrument LOT-R, amb una relació positiva entre l’optimisme i la satisfacció amb la vida i una relació negativa entre el pessimisme i la satisfacció amb la vida.

Referències bibliogràfiques

  • ABRAMSON, L. Y., METALSKY, G. I., & ALLOY, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psych. Review, 96(2), 358-372. https://doi.org/10.1037/0033-295X.96.2.358
  • COSTA-REQUENA, G., CANTARELL-AIXENDRI, M. C., PARRAMON-PUIG, G., & SERÓN-MICAS, D. (2014). Optimismo disposicional y estrategias de afrontamiento en pacientes con trasplante renal. Nefrología, 34(5), 605-610. https://doi.org/10.3265/Nefrologia.pre2014.Jun.11881
  • DENEGRI-CORIA, M., GONZÁLEZ, N., ELGUETA, H., GARCÍA, C., SEPÚLVEDA, J., SCHNETTLER, S., VIVALLO, O., & SALAZAR-VALENZUELA, P. (2017). Life Satisfaction in Chilean University Students: An Examination of the Relation between Gender and Socioeconomic Level. Revista CES Psicología, 11(1), 40-55. https://doi.org/10.21615/cesp.11.1.4
  • DIENER, E. D., EMMONS, R. A., LARSEN, R. J., & GRIFFIN, S. (1985). The satisfaction with life scale. Journal of personal. Assess., 49(1), 71-75.
  • DOMÍNGUEZ-LARA, S. A., & MERINO-SOTO, C. (2015). ¿Por qué es importante reportar los intervalos de confianza del coeficiente alfa de Cronbach? Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(2).
  • DONG, Y., & XU, J. (2022). The Role of EFL Teachers’ Optimism and Commitment in Their Work Engagement: A Theoretical Review. Frontiers in psychology, 12, 830402. https://doi.org/10.3389/fpsyg.2021.830402
  • FERNÁNDEZ-GONZÁLEZ, L., GONZÁLEZ-HERNÁNDEZ, A., & TRIANES-TORRES, M. V. (2015). Relaciones entre estrés académico, apoyo social, optimismo-pesimismo y autoestima en estudiantes universitarios. Elect. J. of Res. in Educa. Psych., 13(1), 111-130. https://doi.org/10.14204/ejrep.35.14053
  • GAIBOR-GONZÁLEZ, I., & MORETA-HERRERA, R. (2020). Optimismo disposicional, ansiedad, depresión y estrés en una muestra del Ecuador. Análisis inter-género y de predicción. Actualidades en Psicología, 34(129), 17-31. https://doi.org/10.15517/AP.V34I129.35148
  • GAVÍN-CHOCANO, Ó., MOLERO, D., & GARCÍA-MARTÍNEZ, I. (2020). Relationship between Life Satisfaction, Burnout and Emotional Intelligence among professionals who work directly with people with intellectual disabilities. Electronic J. of Res. in Educa. Psych., 18(52), 425-446. https://doi.org/10.25115/ejrep.v18i52.3080
  • GUILLÉN, F., PÉREZ-LUZARDO, J., & ARNAIZ, P. (2013). Relación entre motivación y optimismo disposicional en aprendices de inglés como lengua extranjera en un contexto universitario. Revista de Educación, núm. extraordinario, 104-128. https://doi.org/10.4438/1988-592X-RE-2013-EXT-243
  • GUSTEMS-CARNICER, J., CALDERÓN, C., & SANTACANA, M. F. (2017). Psychometric properties of the Life Orientation Test (LOT-R) and its relationship with psychological well-being and academic progress in college students. Revista Latinoamericana de Psicologia, 49, 19-27. https://doi.org/10.1016/j.rlp.2016.05.001
  • HINZ, A., SANDER, C., GLAESMER, H., BRÄHLER, E., ZENGER, M., HILBERT, A., & KOCALEVENT, R. (2017). Optimism and pessimism in the general population: Psychometric properties of the Life Orientation Test (LOT-R). I.J. of Clinical and Health Psych., 17(2), 161-170. https://doi.org/10.1016/j.ijchp.2017.02.003
  • HU, L. T., & BENTLER, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psycholog. Methods, 3, 424-453.
  • HUANG, V., LO, K. C., & FIOCCO, A. J. (2020). Examining the Factor Structure and Psychometric Properties of the Chinese Version of the Life Orientation Test in Older Chinese Immigrants. Psychological Reports, 123(6), 2617-2636. https://doi.org/10.1177/0033294119868800
  • JACOBSEN, B., LEE, J. B., MARQUERING, W., & ZHANG, C. Y. (2014). Gender differences in optimism and asset allocation. Journal of Economic Behavior & Organization, 107, 630-651. https://doi.org/10.1016/j.jebo.2014.03.007
  • KAISER, V., REPPOLD, C. T., HUTZ, C. S., & ALMEIDA, L. S. (2020). Contributions of Positive Psychology in Self-Regulated Learning: A Study With Brazilian Undergraduate Students. Frontiers in psychology, 10, 2980. https://doi.org/10.3389/fpsyg.2019.02980
  • KLEIMAN, E. M., CHIARA, A. M., LIU, R. T., JAGER-HYMAN, S. G., CHOI, J. Y., & ALLOY, L. B. (2017). Optimism and well-being: A prospective multi-method and multi-dimensional examination of optimism as a resilience factor following the occurrence of stressful life events. Cognition and Emotion, 31, 269-283. https://doi.org/10.1080/02699931.2015.1108284
  • KLINE, R. B. (2015). Principles and practice of structural equation modeling. Guildford Press.
  • LIN, E., & PETERSON, C. (1990). Pessimistic explanatory style and response to illness. Behav. Rese. and Therapy, 28(3), 243-248. https://doi.org/10.1016/0005-7967(90)90007-6
  • LIU, Q. Q., ZHOU, Z. K., YANG, X. J., NIU, G. F., TIAN, Y., & FAN, C. Y. (2017). Upward social comparison on social network sites and depressive symptoms: A moderated mediation model of self-esteem and optimism. Personality and Individual Differences, 113, 223-228. https://doi.org/10.1016/j.paid.2017.03.037
  • LUN, K. W., CHAN, C. K., IP, P. K., MA, S. Y., TSAI, W. W., WONG, C. S., WONG, C. H., WONG, T. W., & YAN, D. (2018). Depression and anxiety among university students in Hong Kong. Hong Kong medical journal, 24(5), 466-472. https://doi.org/10.12809/hkmj176915
  • MONTGOMERY, S., GREGG, D. H., SOMERS, C. L., PERNICE-DUCA, F., HOFFMAN, A., & BEEGHLY, M. (2017). Intrapersonal Variables Associated with Academic Adjustment in United States College Students. Current Psych., 1-10. https://doi.org/10.1007/s12144-016-9533-0
  • OTTATI, F., & NORONHA, A. P. P. (2017). Estructura factorial del Life Orientation Test Revisado (LOT-R) [Factor structure of the Life Orientation Test-Revised (LOT-R)]. Acta Colombiana de Psicología, 20(1), 40-48. https://doi.org/10.14718/ACP.2017.20.1.3
  • PETERSON, C., & SELIGMAN, M. E. (1984). Causal explanations as a risk factor for depression: Theory and evidence. Psych. Review, 91(3), 347-374. https://doi.org/10.1037/0033-295X.91.3.347
  • POPA-VELEA, O., PÎRVAN, I., & DIACONESCU, L. V. (2021). The Impact of Self-Efficacy, Optimism, Resilience and Perceived Stress on Academic Performance and Its Subjective Evaluation: A Cross-Sectional Study. International Journal of Environmental Research and Public Health, 18(17), 8911. https://doi.org/10.3390/ijerph18178911
  • RAUCH, S. L., SHIN, L. M., & PHELPS, E. A. (2006). Neurocircuitry models of posttraumatic stress disorder and extinction: human neuroimaging research-past, present, and future. Biological psychiatry, 60(4), 376-382. https://doi.org/10.1016/j.biopsych.2006.06.004
  • REMOR, E., AMORÓS, M., & CARROBLES, J. A. (2006). El optimismo y la experiencia de ira en relación con el malestar físico. Anales de Psicología, 22(1), 37-44.
  • ROSO-BAS, F., PADES JIMÉNEZ, A., & GARCÍA-BUADES, E. (2016). Emotional variables, dropout and academic performance in Spanish nursing students. Nurse education today, 37, 53-58. https://doi.org/10.1016/j.nedt.2015.11.021
  • SANIN, A., & SALANOVA-SORIA, M. (2016). Verificación de las condiciones psicométricas del Test de Orientación en la Vida (LOT-R) aplicado en población trabajadora Colombiana. Rev. Interamericana de Psicología Ocupacional, 35(2), 58-67. https://doi.org/10.21772/ripo.v35n2a01
  • SCHEIER, M. F., & CARVER, C. S. (1985). Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. Health Psych., 4(3), 219-247. https://doi.org/10.1037/0278-6133.4.3.219
  • SCHEIER, M. F., & CARVER, C. S. (2018). Dispositional optimism and physical health: A long look back, a quick look forward. American Psych., 73(9), 1082-1094. https://doi.org/10.1037/amp0000384
  • SCHEIER, M. F., CARVER, C. S., & BRIDGES, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, selfmastery, and self-esteem: a reevaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67(6), 1063-1078. https://doi.org/10.1037//0022-3514.67.6.1063
  • STEIGER, J. H., & LIND, J. C. (1980). Statistically based tests for the number of common factors. In Annual Meeting of the Psychometric Society (Vol. 758, pp. 424-453). Iowa City, IA.
  • TORRES-SALAZAR, C., MORETA-HERRERA, R., RAMOS-RAMÍREZ, M., & LÓPEZ-CASTRO, J. (2020). Sesgo Cognitivo de Optimismo y Percepción de Bienestar en una Muestra de Universitarios Ecuatorianos. Revista Colombiana de Psicología, 29, 61-72. https://doi.org/10.15446/.v29n1.75853
  • UPRICHARD, E., & DAWNEY, L. (2019). Data Diffraction: Challenging Data Integration in Mixed Methods Research. Journal of mixed methods research, 13(1), 19-32. https://doi.org/10.1177/1558689816674650
  • USÁN-SUPERVÍA, P., SALAVERA-BORDÁS, C., & QUÍLEZ-ROBRES, A. (2022). Self-Efficacy, Optimism, and Academic Performance as Psychoeducational Variables: Mediation Approach in Students. Children, 9(3), 420. https://doi.org/10.3390/children9030420
  • VÁZQUEZ, C., DUQUE, A., & HERVÁS, G. (2013). Satisfaction with Life Scale in a Representative Sample of Spanish Adults: Validation and Normative Data. The Spanish Journal of Psychology, 16, E82. https://doi.org/10.1017/sjp.2013.82
  • WMA (2013). Declaration of Helsinki – Ethical principles for medical research involving human subjects. Fortaleza, Brazil. World Medical Association.
Fuente de los datos: Dialnet