CAS COLLOQUIUM 2023

TOXIC POSITIVITY
AS A PREDICTOR OF
ACADEMIC RESILIENCE

Bernante, L., Laroco, C., Laveña, J., Paghunasan, P., Tambiga, C. (2023)

4—PSYCH1 | Group 5 BS Psychology

 BACKGROUND
OF THE STUDY
Diving into some relevant studies and literature in regard to
toxic positivity and academic resilience.
 TOXIC POSITIVITY ACADEMIC RESILIENCE

2016 2019
ACKERMAN SMITH ET AL.

"The pursuit of experiencing "Academic resilience is a

positive emotions is a quest, way towards
sometimes becoming an obsession, psychological health."
which can be the prime ground
concerning toxic positivity."
MAHESHWARI & MODI & SINGH
JUTTA (2020) (2021)
ASSOCIATING POSITIVE THOUGHTS CORRELATIONAL STUDY ON POSITIVE
AND RESILIENCE THINKING AND RESILIENCE

"To increase resilience, one must “There is a positive relationship between

increase positive and optimistic positive thinking and resilience.”
thoughts."
 THE RESEARCH GAPS
THE SMALL NUMBER OF STUDIES PARTAKING BOTH
TOXIC POSITIVITY AND ACADEMIC RESILIENCE

THE IDEA OF SUPPRESSING ALL NEGATIVE FEELINGS

THE ROMANTICIZATION OF THE TERM "RESILIENCE"

AMONG FILIPINO PEOPLE
CONCEPTUAL FRAMEWORK
 NULL HYPOTHESES

H0 (1) : The students’ levels of toxic positivity and

academic resilience have no significant relationship.

H0 (2) : The students’ level of toxic positivity is not a

predictor of their level of academic resilience.
 RESPONDENTS
First-year students in the College of Accountancy (COA):
Bachelor of Science in Accountancy (BSA)
Bachelor of Science in Accounting Information System (BSAIS)

Total Sample Size: 100 COA Students

 INSTRUMENTS

Survey Questionnaires:

Toxic Positivity Scale (TPS) — developed by Lobo et

al. (2022) from the College of Arts and Sciences of
New Era University.
Academic Resilience Scale (ARS-30) — developed
by Cassidy (2016) from the University of Salford, UK.
 RESULTS
Herein we present, analyze, and interpret the data.
 DISTRIBUTION OF THE PARTICIPANTS’ PROFILE AT BASELINE

STRATA — BLOCKS AGE GENDER

15% BSA1 & BSAIS1 The majority was 18 77% Female

14% BSA2, BSA3, BSA years old, equivalent 23% Male
4, BSAIS 2, BSAIS 3, to 39%.
BSAIS 4
 Toxic Positivity Scale N Mean SD VI
1. Even in a bad situation, I always look for the bright side. 3.58 1.14 Agree
2. When someone is feeling sad, I try to cheer them up by saying things like, "just stop
3.05 1.36 Neutral
being sad and be happy instead!"
3. I'm always saying things like, "good vibes only." 3.21 1.17 Neutral
4. I always try to focus on the “positive” aspects of any specific painful or stressful
3.42 1.11 Neutral
situation.
5. I don't talk about what's wrong; I just forget about it and stay positive. 2.93 1.20 Neutral
6. I could just “choose” to feel good because being negative won't help me. 3.29 1.07 Neutral
7. I have a “smile, crying won't change anything” mindset. 3.16 1.10 Neutral
8. In times of grief or suffering, I tell myself to get over it and just focus on the good
3.33 1.05 Neutral
things in life.

9. I only accept positive emotions because negative emotions make me uncomfortable. 2.81 1.04 Neutral

10. I labeled myself stronger when I always appeared positive. 3.55 1.11 Agree
11. I think that crying is only for the weak. 1.94 1.24 Disagree
12. I don't recognize negative emotions as normal and an important part of the human
1.97 1.20     Disagree
experience.
Total                                                       TPS-AVG 100 3.02 0.688 Neutral
 Academic Resilience Scale N Mean SD VI
1. I would work harder. 4.15 1.09 Somewhat Likely
2. I would keep trying. 4.22 1.08 Somewhat Likely
3. I would use the feedback to improve my work. 4.23 1.19 Somewhat Likely
4. I would just give up. 3.96 1.34 Somewhat Likely
5. I would try to think of new solutions. 4.00 1.11 Somewhat Likely
6. I would use the situation to motivate myself. 4.01 1.13 Somewhat Likely
7. I would look forward to showing that I can improve my grades. 4.03 1.18 Somewhat Likely
8. I would not accept the tutors’ feedback. 3.90 1.38 Somewhat Likely
9. I would try to think more about my strengths and weaknesses to help
3.91 1.26 Somewhat Likely
me work better.
10. I would try different ways to study. 3.87 1.22 Somewhat Likely
11. I would begin to think my chances of success at university were poor. 3.48 1.36 Neutral
12. I would probably get depressed. 3.55 1.28 Somewhat Likely
Total                                                 ARS-AVG 100 3.94 0.889 Neutral
CORRELATION OF INDEPENDENT
& DEPENDENT VARIABLE
The Pearson r value of 0.253*
stated a statistically significant
linear relationship between toxic
positivity and academic
resilience.
REGRESSION OF INDEPENDENT &
DEPENDENT VARIABLE
The Beta Weight (β) is 0.327.
The R² value of 0.0642 is
equivalent to a 6% variation with
a p-value of 0.011, indicating
that toxic positivity influence
academic resilience.
CONCLUSION
LEVEL OF TOXIC LEVEL OF ACADEMIC
POSITIVITY RESILIENCE
The students' level of The students' level of
Toxic Positivity fell on Academic Resilience were
average. slightly above average.
 CORRELATION VALUE
Pearson r value of 0.253* or p-value of 0.011.

A weak positive relationship between toxic

positivity and academic resilience.
 REGRESSION ANALYSIS
Every 1 unit increase in the level of toxic positivity
is equivalent to an increase of 0.327 to students'
academic resilience—a 6% variance.
 RECOMMENDATIONS

A rationale for why the research is important and its benefits or contributions to the
developing field of Psychology.
 STUDENTS
Identifying difficulties and not
refusing feelings of tension.
Not stigmatizing
others’ feelings of unhappiness
or negativities.
PARENTS
Provide resources and support
for their child who may be
struggling academically or
emotionally.
FACULTY
MEMBERS
Recognize and attend to
the dilemmas of young
vulnerable students.
 SCHOOL FUTURE
ADMINISTRATION RESEARCHERS

Create safe or supportive spaces where Aim for being clear, diverse, transparent,
students feel comfortable expressing rigorous, relevant, and open to advance the
their emotions and seeking support present familiarity with the constructs of
interest.
CAS COLLOQUIUM 2023

THANK YOU.
Prepared by:
Bernante, L., Laroco, C., Laveña, J., Paghunasan, P., Tambiga, C. (2022)

4-PSYCH1 | GROUP 5 BS PSYCH