The relationships between self efficacy, worry, and optimism in a college population

The relationships between self efficacy, worry, and optimism in a college population

Optimism

Self-efficacy

Worry

Harrison, Kris

2007

Abel, Millicent H.

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This study examined the relationships between self-efficacy, worry, and optimism in a college population. It was predicted that a negative relationship between worry and optimism, a positive relationship between optimism and self-efficacy, and a negative relationship between worry and self-efficacy would exist. Relationships between these constructs and the five personality factors defined by the Five Factor Model were also explored with no specific hypotheses. Students volunteered for the study to receive research participation credit for their undergraduate psychology courses (N = 89). Participants were given a packet of questionnaires that included a demographic form and a measure for each variable noted above. The results indicate a significant negative relationship between worry and optimism (r = -.42, p < .01). No significant relationships were found between self-efficacy and worry and self-efficacy and optimism. Exploratory analyses revealed several significant relationships between self-efficacy, worry, and optimism, and the five personality Factors from the Five Factor Model. Correlation data indicated positive relationships between neuroticism and optimism, r = -.54, p < .0 1; neurotic ism and worry, r = .59, p < .05; extroversion and optimism, r = .42, p< .0 1; openness to experience and self-efficacy, r = .47, p<.01; conscientiousness and optimism, r = .42, p < .0 1; conscientiousness and self-efficacy, r =.30, p < .01; and agreeableness and optimism, r = .45, p < .01. Data also indicated negative relationships between extroversion and worry, r = -.26, p < .05, and between conscientiousness and worry, r = -.28, p < .0 1. The design of the study and the population used are limitations that should be considered when interpreting the results. The design was correlational in nature and therefore, cannot provide explanations For cause and effect. The population was largely first year undergraduate students who may not have taken the study seriously and responded randomly. Future research may want to replicate this study with an older population. An experimental design measuring state levels of variables when controlling for discrete levels of the other variable may also provide additional information about these relationships.

2014-10-13

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