Teacher And Student Factors on Optimism Among Academic Underachieving In-School Adolescents in Oyo State, Nigeria

Abstract

Optimism, the tendency to expect positive outcomes, plays a pivotal role in students’ psychological well-being and academic persistence. Among academically underachieving adolescents, optimism can serve as a buffer against feelings of failure and low motivation. However, optimism is not developed in isolation; it is often influenced by teacher-related factors such as expectations and classroom management practices, as well as student-related variables including emotional intelligence, achievement motivation, gender, and age. Despite these theoretical linkages, there remains a dearth of empirical evidence on how teacher and student factors jointly influence optimism among academically underachieving adolescents in Nigeria. Therefore, this study investigates Teacher and Student factors on optimism among Academic underachieving in-school adolescents in Oyo state, Nigeria.