Dispositional optimism and academic achievement on a required Mathematics Placement Examination

This study explores the relationship between dispositional optimism and scores on a Mathematics Placement Examination. Optimism scores were obtained from a 32-item, six-point Likert scale questionnaire which was administered to students taking a Mathematics Placement Examination (MPE). Twelve items were taken from the Life Orientation Test (LOT) and the remaining items were taken from the Hopelessness Scale (HS). Items were arranged randomly within each instrument, with LOT items numbered 1 through 12 and HS items numbered 13 to 32 on the combined questionnaire. An optimism score was calculated from 8 of the 12 responses on the LOT. The remaining items on the LOT were fillers. A hopelessness score was obtained from the 20 items on the HS. The Mathematics Placement Examination (MPE) contained 25 items, and the number right constituted the math score. Pearson coefficients were computed to examine the relationship between optimism and scores on the MPE and between optimism and hopelessness. Further analysis consisted of examining the effects of the intervening variables gender, age, marital status, and ethnic background, and the perception variables mathematics ability, importance of mathematics to current career plans, use of guessing techniques, perceived luck, and perceived test difficulty, with the level of optimism, using the ANCOVA procedure. All relationships were in the anticipated direction. Significant main effects were found for gender, age, perceived mathematical ability, perceived importance of mathematics, perceived test difficulty, perceived luck, and use of guessing techniques separately, but no main effects for optimism were found. No relationship between optimism and academic achievement was found, with optimism remaining constant across all levels of the number right score. Optimism and pessimism were negatively related. Gender and age are relative constants. The intervening variables of perceived math ability, perceived test difficulty, and perceived luck and use of guessing techniques are all subject to change through intervention, and with the application of appropriate techniques may be modified to reduce their effect on academic achievement as represented by the number right score on a Mathematics Placement Examination