Optimism involves the general expectation good things will occur(1). Optimism can also be viewed as a person's explanatory style of events, that is how we assign causal explanations for our successes and failures(2). Those more optimistic will tend to assign internal (due to them), stable, controllable, and global (affects other parts of their life) to their successes, while failures are appraised as transient and specific to a given situation. Not surprisingly, self-esteem has been associated with optimism(3) and children that display higher levels of optimism tend to have a greater belief in their own ability to change a situation(4).

Beyond a positive bias

Optimistic individuals are more attentive to positive information, including a focus on aspects of the environment that have positive emotion elements(5). Yet, research suggests it's not all about attentional biases. Research has found optimistic people demonstrate stronger higher-order abilities that tap into the integration and reparation of emotions(6). A recent meta-analysis has corroborated the moderate association between emotional intelligence (defined as emotional perception, use of emotions to facilitate thought, understanding emotional information and managing emotions(7)) and optimism(8). This is further supported by findings of stronger brain activity in areas responsible for emotional regulation amongst those who are deemed optimistic versus those who are not.

It is unsurprising then that optimists more likely to engage in help-seeking, approach-based coping strategies and information gathering compared to pessimists(9). Seemingly, optimism permits a broader and flexible outlook that allow individuals to adapt to situations(10). Seligman (1991) bridged tenets of ‘learned helplessness’2 to what he labelled ‘learned optimism’, proposing expectations are learnt outcomes shaped by previous experiences1. Thus, an individual who feels able and competent to exercise control are likely to be motivated for action and will consequently feel more positive.

It is this relationship between optimism and probability that is a distinguishing feature between optimism and hope(11).


"Optimism isn't a belief that things will automatically get better; it's a conviction that we can make things better" - Melinda Gates.

In summary, optimism is not a passive trait but is the way we appraise and approach situations. Where those who are optimistic are better able to utilise and repair emotions, form positive relationships, problem solve, seek help, and adopt adaptive coping strategies that cyclically foster a positive outlook on life.

Benefits

Optimism is associated with a reduced likelihood of depression, more effective immune functioning and lower mortality and has also been found to mediate the effects of trauma and negative life events on suicidal ideation (Hirsch et al., 2009). This can perhaps be explained through associations with perceived pain (Thompson et al., 2018), interpersonal outcomes (Srivastava et al., 2006), adaptive coping skills (Nes & Segerstrom, 2006) and broader social networks (Macleod & Conway, 2005) that lead to positive adjustments following life transitions (Brissette et al., 2002).

There is seemingly an indirect relationship between optimism and life satisfaction that is explained by self-esteem and self-mastery. While Optimism is more directly predictive of academic achievement partially explained by perseverance, school engagement, self-efficacy and self-mastery, academic self-efficacy and hope (Bailey et al., 2007; Feldman & Kubota, 2015; Kern et al., 2016; Scheier & Carver, 1985; Usán et al., 2022).

While the benefits are compelling, it is important to keep a balanced perspective. Optimism doesn’t mean ignoring all negative emotions. When we are hurt or grieving, pointing out a silver lining can do more harm than good.

Appropriate optimism comes from looking at a situation realistically, not blindly.

What does this mean for my child?

While it is true the tendency to view the world optimistically comes more naturally to some than others, it is also a skill that can be taught – and parents can play a significant role.

Try this!

As parents, you can encourage an optimistic worldview by:

  • Emphasising that problems are time-sensitive/temporary— focusing on a bright future can help him feel happier about the present.
  • Modelling optimism where possible— letting your child see the way you handle problems can have a big impact.
  • Practice problem solving with your child - ask them to brainstorm solutions without immediate judgement. Then assess each option before deciding on a solution to implement.
  • Fostering a sense of control— pessimism often results from a belief that there is no way to change a bad situation. When opportunities arise, teach your child that they can make a difference. For example, if they are given the chance to volunteer for a daunting project, you can emphasise that this is a chance to develop new skills. Even if they feel unprepared now, they are able to learn and contribute.

When opportunities arise, teach your child that they can make a difference

Further Resources:

School TV has some helpful resources on positive parenting, including a video on instilling optimism:

https://knox.nsw.schooltv.me/newsletter/positive-parenting

*The SOW team would like to acknowledge the contribution of Ms Ellie Blackwell, Macquarie University PACE student, in writing this article

References

  1. Peterson, C. (2000). The Future of Optimism. The American psychologist, 55(1), 44-55. https://doi.org/10.1037/0003-066X.55.1.44 (Positive Psychology)
  2. Abramson, L. Y., Seligman, M. E. P., & Teasdale, J. D. (1978). Learned Helplessness in Humans: Critique and Reformulation. Journal of Abnormal Psychology, 87(1), 49-74.
  3. 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. https://doi.org/https://doi.org/10.1016/j.lindif.2014.11.022
  4. Renaud, J., Barker, E. T., Hendricks, C., Putnick, D. L., & Bornstein, M. H. (2019). The Developmental Origins and Future Implications of Dispositional Optimism in the Transition to Adulthood. International journal of behavioral development, 43(3), 221–230. https://doi.org/10.1177/0165025418820629
  5. Kelberer, Kraines & Wells. (2018). Optimism, hope, and attention for emotional stimuli. Personality and Individual Differences. 124. 84-90. 10.1016/j.paid.2017.12.003.
  6. Tejada-Gallardo, C., Blasco-Belled, A., Torrelles-Nadal, C., & Alsinet, C. (2020). Effects of School-based Multicomponent Positive Psychology Interventions on Well-being and Distress in Adolescents: A Systematic Review and Meta-analysis. Journal of youth and adolescence, 49(10), 1943-1960. https://doi.org/10.1007/s10964-020-01289-9
  7. Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence (Norwood), 27(4), 267-298. https://doi.org/10.1016/S0160-2896(99)00016-1
  8. Glassie, S. L., & Schutte, N. S. (2024). The relationship between emotional intelligence and optimism: A meta-analysis. International journal of psychology : Journal international de psychologie, 10.1002/ijop.13108. Advance online publication. https://doi.org/10.1002/ijop.13108
  9. Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical psychology review, 30(7), 879-889. https://doi.org/10.1016/j.cpr.2010.01.006
  10. Atienza, A. A., Stephens, M. A. P., & Townsend, A. L. (2004). Role stressors as predictors of changes in womens’ optimistic expectations. Personality and Individual Differences, 37(3), 471-484. https://doi.org/10.1016/j.paid.2003.09.016
  11. Bury, S. M., Wenzel, M., & Woodyatt, L. (2016). Giving hope a sporting chance: Hope as distinct from optimism when events are possible but not probable. Motivation and Emotion, 40(4), 588-601. https://doi.org/10.1007/s11031-016-9560-z