Optimism, parental social support, and academic achievement in english language learning: Exploring the interconnetions

Subhan Ajrin Sudirman, Nur 'Aisyiah Yusri, Yuharnida Yuharnida

Abstract


This research aims to investigate the relationship between optimism and parental social support concerning students' academic achievement in English language learning. A psychological approach is employed in this study to comprehend how psychological factors such as optimism and parental social support can influence students' academic attainment in English. A quantitative research method involving 317 high school students as research subjects is utilized. The research findings reveal a positive correlation between students' level of optimism and their academic achievement in English language learning. Students with higher levels of optimism tend to attain better academic performance in English. Furthermore, the social support provided by parents is also found to have a positive association with students' academic achievement in English. Students who feel emotionally and practically supported by their parents tend to achieve higher scores in the English subject. This study also underscores the importance of psychological factors such as optimism and parental social support in enhancing students' academic achievement in English. The practical implications of these findings highlight the significance of emotionally supporting students and providing concrete support in the process of English language learning. Educators and parents can play an active role in motivating students and creating a supportive environment to enhance students' academic achievement in English. This research also contributes significantly to understanding the factors influencing students' academic achievement in English language learning and provides guidance for the development of effective intervention strategies in educational contexts.

Keywords


optimism, parental social support, academic achievement

Full Text:

PDF

References


Ahmadi, M. R. (2018). The use of technology in english language learning: A literature review. International Journal of Reserach in English Education, 3(2), 115-125. doi:10.29252/ijree.3.2.115.

Ahmed, W., Minnaert, A., Werf, G. v., & Kuyper, H. (2010). Perceived social support and early adolescents’ achievement: The mediational roles of motivational beliefs and emotions. Journal of Youth and Adolescence, 39, 36-46. doi:https://doi.org/10.1007/s10964-008-9367-7.

Anderson, K., Kochan, F., & Reames, E. H. (2018). Academic optimism, enabling structures, and student achievement: Delving into relationships. Journal of School Leadership, 28(4), 434-461. doi:https://doi.org/10.1177/105268461802800401.

Azwar, S. (2016). Tes prestasi (II ed.). Yogyakarta: Pustaka Pelajar.

Barry Bai, G. C., Chao, N., & Wang, C. (2019). The relationship between social support, self-efficacy, and english language learning achievement in hong kong. Tesol Quarterly, 53(1), 208-221.

Beard, K. S., Hoy, W. K., & Hoy, A. W. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136-1144. doi:https://doi.org/10.1016/j.tate.2010.02.003.

Blandin, A. (2017). The home/school connection and its role in narrowing the academic achievement gap: An ecological systems theoretical perspective. Journal of Research on Christian Education, 26(3), 271-292. doi:https://doi.org/10.1080/10656219.2017.1386146.

Bowlby, J. (1979). The Bowlby-Ainsworth attachment theory. Behavioral and Brain Sciences, 2(4), 637-638. doi:doi:10.1017/S0140525X00064955

Broadbent, J., & Poon, W. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. doi:https://doi.org/10.1016/j.iheduc.2015.04.007.

Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96. doi: https://doi.org/10.1348/2044-8279.002004.

Chang, I.-H. (2011). A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools. School Leadership & Management, 31(5), 491-515. doi:https://doi.org/10.1080/13632434.2011.614945.

Chu, P. S., Saucier, D. A., & Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29(6). doi:https://doi.org/10.1521/jscp.2010.29.6.624.

Çikrıkci, Ö., Erzen, E., & Yeniçeri, İ. A. (2019). Self-esteem and optimism as mediators in the relationship between test anxiety and life satisfaction among a school-based sample of adolescents. Journal of Psychologists and Counsellors in Schools, 29(1), 39-53. doi:https://doi.org/10.1017/jgc.2018.10.

Cutrona, C. E., Cole, V., Colangelo, N., Assouline, S. G., & Russell, D. W. (1994). Perceived parental social support and academic achievement: An attachment theory perspective. Journal of Personality and Social Psychology, 66(2), 723-730. doi:https://doi.org/10.1037/0022-3514.66.2.369.

Elbes, E. K., & Oktaviani, L. (2022). Character building in english for daily conversation class materials for english education freshmen students. Journal of English Language Teaching and Learning, 3(1), 36-45.

Fass, M. E., & Tubman, J. G. (2002). The influence of parental and peer attachment on college students' academic achievement. Psychology in the Schools, 39(5), 561-573. doi: https://doi.org/10.1002/pits.10050.

Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216. doi:https://doi.org/10.1016/j.lindif.2014.11.022.

Gordeeva, T. O., & Osin, E. N. (2011). Optimistic attributional style as a predictor of well-being and performance in different academic settings. The Human Pursuit of Well-Being, 159–174. doi:https://doi.org/10.1007/978-94-007-1375-8_14.

Gürol, M., & Kerimgil, S. (2010). Academic optimism. Procedia-Social and Behavioral Sciences, 9, 929-932. doi:https://doi.org/10.1016/j.sbspro.2010.12.261.

Harpaz-Itay, Y., & Kaniel, S. (2012). Optimism versus pessimism and academic achievement evaluation. Gifted Education International, 28(3), 267-280. doi:https://doi.org/10.1177/0261429411435106.

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. doi:https://doi.org/10.3102/00028312043003425.

Jelas, Z. M., Azman, N., Zulnaidi, H., & Ahmad, N. A. (2016). Learning support and academic achievement among malaysian adolescents: The mediating role of student engagement. Learning Environments Research, 19, 221–240. doi:https://doi.org/10.1007/s10984-015-9202-5.

Klassen, R. M. (2004). Optimism and realism: A review of self-efficacy from a cross-cultural perspective. International Journal of Psychology, 39(3), 205-230. doi:https://doi.org/10.1080/00207590344000330.

Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(4), 472-477. doi:https://doi.org/10.1016/j.paid.2011.04.019.

Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality, 46(3), 517-528. doi:https://doi.org/10.2224/sbp.7054.

Lim, A., & Tsutsui, K. (2012). Globalization and commitment in corporate social responsibility: Cross-national analyses of institutional and political-economy effects. Journals of the American Sosiological Association, 77(1), 69-98. doi:https://doi.org/10.1177/0003122411432701.

McBride, M. l. (2012). Examining hope, self-efficacy, and optimism as a motivational cognitive set predicting academic achievement and general well-being in a diverse educational setting. Tuscaloosa, Alabama: Department of Educational Studies in Psychology, Research Methodology, and Counseling in the Graduate School of The University of Alabama.

Michael, L. A., & Sheng-Tsung Hou, H.-L. F. (2011). Creative self-efficacy and innovative behavior in a service setting: optimism as a moderator. Journal of Creative Behavior, 45(4), 258-272. doi: https://doi.org/10.1002/j.2162-6057.2011.tb01430.x.

Mishra, S. (2020). Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students. Educational Research Review, 29. doi:https://doi.org/10.1016/j.edurev.2019.100307.

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. doi:https://doi.org/10.1016/j.sbspro.2011.04.102.

Mufwene, S. S. (2010). Globalization, global english, and world english(es): Myths and facts. In N. Coupland, The handbook of language and globalization (pp. 29-55). UK: Blackwell Publishing Ltd.

Ngidi, D. P. (2012). Academic optimism: An individual teacher belief. Educational Studies, 38(2), 139-150. doi:https://doi.org/10.1080/03055698.2011.567830.

Posadzki, P., Stockl, A., Musonda, P., & Tsouroufli, M. (2010). A mixed-method approach to sense of coherence, health behaviors, self-efficacy and optimism: Towards the operationalization of positive health attitudes. Scandinavian Journal of Psychology, 51(3), 246-252. doi: https://doi.org/10.1111/j.1467-9450.2009.00764.x.

Rimfeld, K., Kovas, Y., Dale, P. S., & Plomin, R. (2016). True grit and genetics: Predicting academic achievement from personality. Journal of Personality and Social Psychology, 111(5), 780–789. doi:https://doi.org/10.1037/pspp0000089.

Sato, T. (2019). An investigation of factors involved in. Papers in Language Testing and Assessment, 8(1), 69-95.

Sezgin, F., & Erdoğan, O. (2015). Academic optimism, hope and zest for work as predictors of teacher self-efficacy and perceived success. Educational Sciences-Theory & Practice, 15(1), 7-19. doi: 10.12738/estp.2015.1.2338.

Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers' judgments of students' academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743–762. doi: https://doi.org/10.1037/a0027627.

Tan, C., & Tan, L. S. (2014). The role of optimism, self-esteem, academic self-efficacy and gender in high-ability students. The Asia-Pacific Education Researcher, 23, 621–633. doi:https://doi.org/10.1007/s40299-013-0134-5.

Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401-420. doi:https://doi.org/10.1080/01443410.2022.2033168.

Tetzner, J., & Becker, M. (2018). Think positive? Examining the impact of optimism on academic achievement in early adolescents. Journal of Personality, 86(2), 283-295. doi: https://doi.org/10.1111/jopy.12312.

Wagner, C. A., & Dipaola, M. F. (2011). Academic optimism of high school teachers: Its relationship to organizational citizenship behaviors and student achievement. Journal of School Leadership, 21(6), 893-926. doi:https://doi.org/10.1177/105268461102100607.

Wang, M.-T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662. doi:https://doi.org/10.3102/0002831209361209

Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. doi:https://doi.org/10.1177/0098628315589505.

Witkow, M. R., & Fuligni, A. J. (2011). Ethnic and generational differences in the relations between social support and academic achievement across the high school years. Journal of Social Issues, 67(3), 531-552. doi: https://doi.org/10.1111/j.1540-4560.2011.01713.x

Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. New York: Routledge.




DOI: https://doi.org/10.15548/alqalb.v15i2.8395

Refbacks

  • There are currently no refbacks.


Ruang Jurnal,
Fakultas Ushuluddin dan Studi Agama,
UIN Imam Bonjol Padang
Jl. Kampus 3, Sungai Bangek, Balai Gadang,
Kota Padang, Sumatra Barat
E-mail: [email protected]

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.