Empowering Students: The Hidden Impact of Academic Optimism on Self-Awareness and Communication
DOI:
https://doi.org/10.55737/qjss.550097521Keywords:
Academic Optimism, Self-Awareness, Communication Skills, Soft Skills DevelopmentAbstract
This study explores the influence of teachers' academic optimism on the development of soft skills, specifically self-awareness and communication, among secondary school students. Academic optimism, encompassing self-efficacy, trust in students and parents, and academic emphasis, is a crucial factor in enhancing the quality of the teaching-learning process. Using a quantitative research design, data were collected from secondary school teachers and students through validated questionnaires. The results reveal that trust in parents is the strongest predictor of both self-awareness and communication, underscoring the importance of a supportive and trusting environment in students' holistic development. While self-efficacy and academic emphasis also contribute positively to these soft skills, their effects are less pronounced. The findings suggest that fostering an environment where trust and academic optimism are central can significantly enhance students' interpersonal skills, preparing them for success both within and beyond the classroom. This study highlights the need for educational strategies that prioritize parental involvement and academic rigor to promote comprehensive student development.
Downloads
References
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
Carlgren, T. (2013). Communication, critical thinking, problem-solving: A suggested course for all high school students in the 21st century. Interchange, 44(1-2), 63–81. https://doi.org/10.1007/s10780-013-9197-8
Egeli, N. A., & Rinaldi, C. M. (2016). Parenting competencies support the development of children's social and emotional skills. Journal of Child and Family Studies, 25, 3430-3439.
Erozkan, A. (2013). The effect of communication skills and interpersonal problem-solving skills on social self-efficacy. Educational Sciences: Theory and Practice, 13(2), 739–745. https://eric.ed.gov/?id=EJ1017303
Gholampour, M., Pourshafei, H., & Sirjani, S. G. (2019). Relationship between optimism and academic engagement with mediation role of hope for future of pre-university students. Education Strategies in Medical Sciences, 12(5), 79–88.
Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425
Kılınç, A. Ç., Polatcan, M., & Çepni, O. (2023). Exploring the association between distributed leadership and student achievement: The mediation role of teacher professional practices and teacher self-efficacy. Journal of Curriculum Studies, 55(3), 352-368. https://doi.org/10.1080/00220272.2023.2216770
Levasseur, C. (2017). When children challenge what’s ‘obvious,.' Sociolinguistic Research, 45-65. https://doi.org/10.4324/9781315671765-4
Manan, S. A., Channa, L. A., David, M. K., & Amin, M. (2020). Negotiating English-only gatekeepers: Teachers’ agency through a public sphere lens. Current Issues in Language Planning, 22(3), 290-307. https://doi.org/10.1080/14664208.2020.1839219
Messick, P. P. (2012). Examining relationships among enabling school structures, academic optimism and organizational citizenship behaviors [Doctoral dissertation] Auburn University.
Moghari, E. H., Lavasani, M. G., Bagherian, V., & Afshari, J. (2011). Relationship between perceived teacher's academic optimism and English achievement: Role of self-efficacy. Procedia - Social and Behavioral Sciences, 15, 2329-2333. https://doi.org/10.1016/j.sbspro.2011.04.102
Myers, J. L., Well, A. D., & Lorch Jr, R. F. (2013). Research design and statistical analysis. Routledge.
Ngang, T. K., Chan, T. C., & Vetriveilmany, U. D. (2015). Critical issues of soft skills development in teaching professional training: Educators’ perspectives. Procedia - Social and Behavioral Sciences, 205, 128–133. https://doi.org/10.1016/j.sbspro.2015.09.039
O’Leary, N., & Griggs, G. (2010). Researching the pieces of a puzzle: The use of a jigsaw learning approach in the delivery of undergraduate gymnastics. Journal of Further and Higher Education, 34(1), 73–81. https://doi.org/10.1080/03098770903477110
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Published
Issue
Section
License
Copyright (c) 2024 Dr. Nasrullah, Saifur Rahman
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
