“Can do!” Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse

Abstract

This study offers detailed observational analyses of how teachers use optimism as an instructional resource when responding to students' failure expectation displays in classroom situations. The results were based on video-recordings of 25 lessons in two Finnish part-time special education settings, analysed by means of applied conversation analysis. The results showed that the teachers boosted optimism by inverting students' negative utterances, giving examples of successful experiences of peers, offering praise for students' earlier performance or focusing on problems through instructional support.The study underlines the importance of addressing and elaborating students' negative learning-related self-assessments in classroom interactions.

Studi Literatur : Penerapan Psikologi Positif Terhadap Bidang Pendidikan di Indonesia

“…The perspective of the two is the same, namely that it is important to apply positive psychology in schools to increase the level of well-being among students and teachers [38]. At the same time, the Merdeka Belajar program also emphasizes evaluating the school atmosphere, class, and how to create happier schools to support student achievement [39]. This program also emphasizes objective evaluation of student character, the welfare of school members included in the school curriculum, which is in fact in line with PISA's concern since 2000 until now.…”

Optimism and intellectual engagement: a mediating moderating role of academic self-efficacy and academic burnout

“…Studies have shown that optimistic students are more academically engaged compared to non-optimistic students (Ouweneel et al. , 2011; Vehkakoski, 2020), are psychologically resilient (Kapikiran, 2012), have positive emotions (Bazargan-Hejazi et al. , 2021), lower psychological maladjustment and career planning (Vehkakoski, 2020), and a high-quality life (Tavakoly Sany et al.…”

“…, 2011; Vehkakoski, 2020), are psychologically resilient (Kapikiran, 2012), have positive emotions (Bazargan-Hejazi et al. , 2021), lower psychological maladjustment and career planning (Vehkakoski, 2020), and a high-quality life (Tavakoly Sany et al. , 2021).…”

“…Studies have highlighted the benefits of optimism on the physical and psychological wellbeing of individuals (Ferguson and Goodwin, 2010;Krypel and Henderson-King, 2010). Studies have shown that optimistic students are more academically engaged compared to non-optimistic students (Ouweneel et al, 2011;Vehkakoski, 2020), are psychologically resilient (Kapikiran, 2012), have positive emotions (Bazargan-Hejazi et al, 2021), lower psychological maladjustment and career planning (Vehkakoski, 2020), and a high-quality life (Tavakoly Sany et al, 2021). Finally, optimism has been found to support students to cope with challenges (Miranda and Cruz, 2020), make positive attributions to succeed (Raza et al, 2020) and to demonstrate higher resilience levels (Kleiman et al, 2017;Pathak and Lata, 2018).…”

Classroom Assignments for Fostering Resilience–An Instructional Design Model on Affective Personality Development

“…Optimism boosting performance evaluation (Vehkakoski, 2020) Is there anything negative in your task performance? If yes, invert your comments by giving examples of your successful positive performances in the past.…”