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Contents
Introduction .............................................................................................................................. 4
Rationale................................................................................................................................... 4
Test Definition .......................................................................................................................... 5
Review of Related Literature ................................................................................................... 5
Definition of Constructs .......................................................................................................... 7
Item Making and Pooling ......................................................................................................... 8
Initial Items Made (First Set)...................................................................................................16
Revisions Phase 1: Report for Consultation .........................................................................19
Pilot Testing Phase 1 ..............................................................................................................27
Revisions Phase 2: Item Analysis (Poor Items) ....................................................................32
Pilot Testing Phase 2 ..............................................................................................................33
Proposed Interpretation .........................................................................................................33
Final Test Outcome .................................................................................................................33
Table of Specification .............................................................................................................35
Content Validity Index: Inter-rater coefficient .......................................................................35
Interpretation of the Test Results ..........................................................................................36
Appendices .............................................................................................................................38
Appendix A: Sample Test ...........................................................................................39
Appendix B: Transmittal Letter ..................................................................................44
Appendix C: Item Discrimination Index .....................................................................45
References ..............................................................................................................................46

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Introduction
The test manual gives an overview of the application, administration interpretation
and reliability and validity of the explanatory styles self-assessment test. Related
literatures and studies are being presented and grounded theory are being discussed and
analyze as basis for the test construction and concept. Evidence of reliability and validity
is also presented. As well as, the revisions and reporting of the consultation.

Rationale
College students are a vulnerable population, especially when considering their
academic and financial stressors. The mental health of college students should be
monitored and positive interventions need to be established for college students to
successfully transition to online learning and cope during a pandemic (March & Lee,
2016).

Scheier and Carver (1985) depicted optimistic as people who believe that things
are going in the right direction, but pessimists always expecting everything to go
adversely and cause bad results. Pessimistic people always experience high stress,
regardless of ability to control the stressful situation and reduce stress. Optimism and
resilience have a positive relationship, not only through certain aspects, but also in difficult
times as stated by Meheshwan and Jutta (2020). The proposed test sought to address
and distinguish the college students whether they are optimistic and pessimistic in facing
good and bad situation in this time of pandemic.

Plethora studies have shown that optimism and pessimism attitudes are reflection
to the dimensions of the attribution or explanation (Seligman, 2016; Overmier & Seligman,
1967; Abramson, 1978). A recent study has shown that pessimism is greatly contributed
to effects of coronavirus stress due to isolation of quarantine. The sample population of
their study were 451 young adults (ages 18-30) that further be concluded that pessimistic
people become maladaptive and optimistic people tend to have adaptive outcomes
(Arslan et.al, 2020).

The purpose of this test is to determine whether a person possesses optimistic or

pessimistic explanatory styles towards a good or bad situation or outcome. The proposed

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test is based on situation that self-reports pertaining to the respondents’ current attitude
in this time of pandemic. The test developers seek to determine their optimistic or
pessimistic attitudes that complements to the dimensions of explanatory styles by
Seligman et.al (1984). The test respondents are college students between the ages of 18
to 22 years old.

Test Definition
The self- assessment test is designed to determine the respondents’ optimistic or
pessimistic attitude or explanatory style in face of good or bad situation in this time of
pandemic. The information provided by the respondents through a 30-item self – report
questionnaire (15 positive and 15 negative situations) will be used to determine whether
the respondent is optimistic or pessimistic towards the pandemic.

Review of Related Literature

Theory of Explanatory Styles

Explanatory Styles or in other term attributional styles, are tendencies of a person

to have similar explanation or attribution for different events. (Seligman et.al 1984). As
noted, this attributional or explanatory styles can be determined as a positive (optimistic)
and negative (pessimistic) standpoint depending on how these aspects reflect to a
person. The types of explanatory styles are as follows:

• Pessimistic explanatory style can be distinguished as attribution towards the

causes of negative result or outcomes as being stable, global, and internal, and
explanation towards positive result or outcomes as unstable, specific, and external
in nature.
• As opposed to pessimistic explanatory style, optimistic explanatory style can be
distinguished as explanation towards the causes of positive result or outcomes as
being stable, global, and internal, and attribution towards negative result or
outcomes as unstable, specific, and external in nature.

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Dimensions of Explanatory Styles

Peterson (1991) propounded the three dimensions of explanation or attribution that

might influence the explanation or attribution of an outcome. The three dimensions are as
follows:

• Personalization (Internal vs. External): This refers to the success or failure down
to inherent abilities or failings or caused by favorable or impinging external
conditions. An internal attribution occurs when an individual blames a negative
outcome to an inherent failing or a positive outcome to their own abilities. While an
external attribution occurs when a negative or positive event is attributed to the
situational context (Weiner, 1972).
• Permanence (Stable vs. Unstable): This refers to dimension is the degree to which
we attribute outcome causality to temporary or temporally fixed factors. A stable
attribution occurs when an individual believes an outcome will persist indefinitely.
An unstable attribution occurs when an outcome is attributed to a transient factor,
specific to a period. (Weiner, 1972)
• Pervasiveness (Global vs Specific): This is a categorisation of global versus
specific as one of the causes of an outcome (Kelly, 1972). A global attribution
occurs when an individual attribute an outcome to a factor they perceive to be
consistent, irrespective of context. A specific attribution occurs when an individual
attribute an outcome to a factor only relevant in the specific context or setting of
the experience.
Optimism and Pessimism

Seligman (2016) described an optimist as a person who believes that the result of
a positive event or outcome is based on personalization, permanence, and
pervasiveness. On the other hand, Seligman (2010) distinguished a pessimist as an
opposite to an optimist. He defined a pessimist as a person who attributes the cause of a
negative event to a personal trait or skill, a stable phenomenon, and one that reaches
across all domains. An optimist believes that negative events does not have anything to
do with his or her skills but reflect it as an external factor that it would not always be a
factor, and that it will not affect all domains of his or her existence. Contrarily, a pessimist

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when there is a positive event, he or she will believe them to be caused by an external
factor, to be fleeting and unstable, and to occur only in the present domains.

Learned Helplessness

Learned helplessness postulates that if an individual is repeatedly exposed to

unavoidable painful or otherwise negative stimuli, they will come to expect that such
events are uncontrollable and potentially develop a sense of hopelessness and
depression as a result (Overmier & Seligman, 1967). The attributional reformulation of
learned helplessness omitted the original concept that the learned behavior
fundamentally developed hopelessness and depression. As Abramson et.al (1978)
develop three causal explanatory dimensions of attribution; stable/unstable causes,
internal/external causal statements, and global/specific causal explanation. This seeks to
the account that the reformulated theory to account for the habitual explanation of the
individuals impose on their world, rather than for single explanations of specific failures
as the original theory had suggested. Abramson et al., (1978) posited that people develop
a characteristic causal explanation for unpredictable life events and exhibiting
predominantly optimistic and pessimistic standpoint. This predisposing explanatory set
was later termed “explanatory style” by Peterson and Seligman et.al (1984).

Definition of Constructs
a. External attribution- It refers to an attribute that occurs when a negative or positive
event is attributed to the situational context (Weiner,1972).
b. Explanatory styles- It refers to a tendency of a person to have similar attribution
for different events.
c. Global attribution- A type of attribution that occurs when an individual attribute an
outcome to a factor they perceive to be consistent, irrespective of context.
d. Internal attribution- An attribution that occurs when an individual blames a negative
outcome to an inherent failing or a positive outcome to their own abilities.
e. Learned Helplessness- It is part of behavioral theory and has been found in both
humans and animals. The theory explains that when a person is regularly
subjected to uncontrollable, traumatic, or even painful circumstances, he or she
will stop trying to control the situation, or stop trying to prevent discomfort, even

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 though there is a clear opportunity to do so. At that point, the individual learned to
think, and act helplessly in unpleasant circumstances, and do not attempt to
change them (Maier and Seligman, 1976).
f. Optimism- It refers to an attitude reflecting a belief or hope that the outcome of
some specific endeavor, or outcomes in general, will be positive, favorable, and
desirable (Overmier & Seligman, 1967).
g. Permanence- This refers to dimension is the degree to which we attribute outcome
causality to temporary or temporally fixed factors (Weiner,1972).
h. Personalization- This refers to the success or failure down to inherent abilities or
failings or caused by favorable or impinging external conditions (Weiner,1972).
i. Pessimism- It refers to a negative mental attitude in which an undesirable outcome
is anticipated from a given situation (Seligman, 2010).
j. Specific attribution- It occurs when an individual attribute an outcome to a factor
only relevant in the specific context or setting of the experience (Kelly,1972).
k. Stable attribution- A dimension of attribution that occurs when an individual
believes an outcome will persist indefinitely (Weiner,1972).
l. Unstable attribution- An attribution that occurs when an outcome is attributed to a
transient factor, specific to a period (Weiner,1972).

Item Making and Pooling

Explanatory Styles in Good Situation

Optimistic and pessimistic dimensions of explanatory styles differ in good situation.

People with optimistic explanatory style tend to believe that the cause of the positive
outcome are personal (internal), pervasive, and permanent. While, people with
pessimistic attributional style tends to root for the good situation as temporary, specific,
and due to external cause (Seligman et.al, 1984).

(Statement A is the personal (internal) attribution and Statement B is the external cause
attribution.)

Item No. 1.1

You submitted your online project on time despite the struggle of online classes.

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 A. It is because I work productively.
B. It is because I have a good reception at home.
Item No.1.2
You got a perfect score on your online test.
A. I study hard
B. It is because my family is not noisy at that time and I can focus.

The following items above depicted online classes as one of the new normalcies
to gain proper education despite of the pandemic. However, studies have shown that
online classes in the time of pandemic are less effective for not of all students have good
internet connection and this would limit their student’s productivity. The study also
depicted that the home of a student is an external factor for it will depend on the
performance of the student. (Baticulon et.al,2020). In good situations, an optimist would
say that say that the good result that is passing the project on time and getting a perfect
score, is caused by her own skills and productivity, while a pessimist would attribute it to
the external factors such as having good internet connection and quiet environment.
(Maier, 2015; Seligman. 1991; Baticulon et.al, 2020).

Item No. 1.3

You are quarantined in a safe place.

A. I make sure that my home is safe.
B. My family make sure that we are safe in the pandemic.
Item No. 1.4
Even though in lockdown, you are eating three times a day.
A. I sustained our meals.
B. We rely on “ayuda”.
Item No. 1.5
You passed you test even though you hard time understanding it.
A. I study a harder.
B. I had a good tutor.

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 As translated in the following items, the statements clearly stated that if a person
is internally attributed, then he is independent. Thus, portrays optimistic attitude. But when
a person relies or being dependent, then he has pessimistic attitude which is caused by
depending on external cause such as family and community especially in this time of
pandemic. Independent people tend to have internal attribution and possesses optimism.
On the other hand, pessimistic people tend to be dependent and would attribute their
positive situation as external (Chen et al., 2020).

(Statement A is permanent explanatory style and statement B is temporary explanatory

style.)

Item No. 1.6

You manage to complete your task today
A. I am always managing my tasks daily.
B. I am in perfect form to do the task today.
Item No. 1.7
You read the book that you dying to read and quarantine give you time.
A. I am a bookworm.
B. I am in particularly in the mood to read at that time.
Item No. 1.8
In spite of short time to prepare, you manage to answer your graded online oral
recitation.
A. I am always prepared.
B. I got lucky that time.
Item No. 1.9
You joined an organization in your school.
A. I am always fond of joining organization.
B. I am particularly passionate to become a member at this organization.
Item No. 1.10
You got accepted to an online job.
A I will make sure to manage my time efficiently.
B. I will quit the job in two months.

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 Items above indicate the temporary and permanent attribution incorporated with a
positive result. The positive situation is based on the study of Arsan et.al (2020) wherein
people with optimistic attitude tend to be more adaptive and can manage task efficiently
than the ones with pessimistic attitude. This would amplify that adaptivity connects with
the permanence and temporariness of an attribution. The dimensions present in the
statements are permanent (stable) and temporary (unstable) social explanations. Weiner
(1972) depicted people with permanent attribution in good situations has an optimistic
explanatory style and people with temporary attribution in good situation tend to have a
pessimistic attitude. In the context of the item, statements A is a permanent attribution
representation for the person believes that he/she can do manage his/her task efficiently
and daily. While, statements B portrays temporariness as an attribution for the person
believe that the good result will not persist.

(Statement A is global attribution and statement B is specific attribution)

Item No. 1.11

You tested negative from covid19 swab testing.

A. I am healthy
B. I have strong immune system
Item No. 1.12
You got an A on your essay.
A. I am good at everything.
B. I am good in writing essays.
Item No. 1.13
You defended your neighbour from the stereotype of other people because of the
rumour that he tested positive when in fact his result is negative.
A.I care about people.
B. I enjoy helping him through tough times.
Item No. 1.14
You reach out a friend.

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 A. I like to reach out friends.
B. I like to know what she is been doing in this quarantine.
Item No. 1.15
The doctor tells you that you are healthy and have high immune system despite
of being in a quarantine.
A.I am very health conscious
B.I make sure I exercise, eat balance diet and drink my vitamins everyday

As Kelly (1972) imposed, she viewed global attribution as consistent pattern that
a person possesses, and specific attribution based an outcome as factor that is relevant
only on specific context. The items describe that globality and specificity mirrors the
following situation in the pandemic setting (Volkan & Volkan, 2020; Marroquín et al.,
2020).

Explanatory Styles in Bad Situation

Similar to good situations, optimistic and explanatory styles is inversely

proportional when it comes to dimensions or attributions in bad situations. Thus, optimistic
explanatory styles in negative result tend to be temporary, specific, and external. And
pessimistic explanatory styles attributes permanence, pervasiveness, and personal to
bad situations (Seligman et.al, 1984).

(Statement A is internal attribution and statement B is external attribution.)

Item No. 2.1

You and your mom fought about losing your job during this pandemic.
A. I’m a failure to her.
B. She does not understand that there is a pandemic happening right now.
Item No. 2.2
Jeon wasn’t able to finish answering his quiz in Ethics as he ran out of time
resulting in having a low score.

A. I find the test hard

B. The internet reception is low.

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 Item No. 2.3

In the middle of the test, you got angry.

A. I think that I am dumb for not recalling right away the answers.

B. The teacher gave out questions that are not in my notes.

Item No. 2.4

You had a failing grade in you Anatomy and Physiology subject.

A. I don’t understand anything about the subject.

B. The teacher does not have any references to study to.

Item No. 2.5

You had a breakup with your partner.

A. It was my fault.

B. It was his/her fault.

A pessimist attitude expresses internal attribution wherein the person blames

himself/herself. While an optimist person blames on the external causes. The items
indicate that stresses and emotions affected the attitudes internally and externally. The
negative outcomes are caused by internet connections, personal relationship, and well
being in the pandemic. Australian Psychological Society (2020) depicted quarantine as
prolonged lockdown is a result of overwhelming disruptions to their routines and activities,
social isolation, lack of security, imminent threat to health and unpredictability of what is
ahead, and may manifest as a mixture of physical, mental and/or emotional signs.

(Statement A is permanent explanatory style and statement B is temporary explanatory

style.)

Item No. 2.6

You miss the deadline of your assignment.

A. I am constantly been submitting my task late.

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 B. I will make it sure that it will not happen again.

Item No. 2.7

You are still coping with the new online classes in your school.

A. I have a hard time adapting to the change until now.

B. In the first months, I had a hard time adapting.

Item No. 2.8

You quit your club that you enjoy before the pandemic happen.

A. I will never rejoin the club.

B. I will rejoin the club after the pandemic.

Item No. 2.9

School task especially in online pace turned me a person who developed sudden
anxiety.
A. It’s because of quick change of learning platform.
B. It’s because I already facing anxiety before and the current situation
triggers it.
Item No. 2.10
You easily got tired when reading a particular lesson.
A. I always got bored when reading school lessons.
B. I am not into the mood of reading for an hour.

The items shown above represented pressing conflict of adaptive and maladaptive
that is root cause for dimensions to be depicted as temporariness and permanence as an
attribution. Pessimist tend to be permanent in negative results. Optimist tend to be
temporary in bad situations. Studies have shown that people with weak coping abilities
(Liang et al., 2020) and a pessimistic mind set marked by excessive worry, hopelessness
and pessimism (Moore et al., 2020) are at higher risk of developing pandemic-related
mental and psychological disorders, possibly including fatigue caused by lockdown.

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(Statement A is global attribution and statement B is specific attribution.)

Item No. 2.11

You never get good grades in your midterm exam

A. I am not intelligent like everyone.

B. I will try hard next time but not sure about it.
Item No. 2.12

The tension of overload activities and task make me feel stress.

A. I am not responsible enough.

B. I will make things done step by step.
Item No. 2.13

You feel annoyed and disappointed of the score you got in your test

A. I never did study.

B. I will perhaps read and study a little bit.
Item No. 2.14

While doing your Arts Project and it’s been almost 5 hours that you did not get
what you’re trying to do.

A. I don’t have the proper equipment all the time..

B. It didn’t look as what I’ve planned to do but maybe next time
Item No. 2.15

You never read files that was sent to you by your teacher

A. I will not understand the content of that file anyway.

B. I will just reread it the other day.
Karen (1972) depicted that global attribution in pessimist is consistent and viewed
in general and specific explanation in optimist is relevant only on the situation alone.
Pessimist attribute the negative situation pervasively as a result, it would affect the

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person’s psychological functioning and would generate depression. On the other hand,
optimist would explain social situation in a specific manner.

Initial Items Made (First Set)

1. You submitted your online project on time despite the struggle of online classes.

A. It is because I work productively.

B. It is because I have a good reception at home.
2. You got a perfect score on your online test.
A. I study hard
B. It is because my family is not noisy at that time and I can focus.
3. You are quarantined in a safe place.
A. I make sure that my home is safe.
B. My family make sure that we are safe in the pandemic.
4. Even though in lockdown, you are eating three times a day.
A. I sustained our meals.
B. We rely on “ayuda”.
5. You passed you test even though you hard time understanding it.
A. I study a harder.
B. I had a good tutor
6. You manage to complete your task today
A. I am always managing my tasks daily.
B. I am in perfect form to do the task today.
7. You read the book that you dying to read and quarantine give you time.
A. I am a bookworm.
B. I am in particularly in the mood to read at that time.
8. In spite of short time to prepare, you manage to answer your graded online oral
recitation.
A. I am always prepared.
B. I got lucky that time.

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9. You joined an organization in your school.
A. I am always fond of joining organization.
B. I am particularly passionate to become a member at this organization.
10. You got accepted to an online job.
A. I will make sure to manage my time efficiently.
B. I will quit the job in two months.
11. You tested negative from covid19 swab testing.

A. I am healthy
B. I have strong immune system
12. You got an A on your essay.
A. I am good at everything.
B. I am good in writing essays.
13. You defended your neighbor from the stereotype of other people because of the
rumor that he tested positive when in fact his result is negative.
A.I care about people.
B. I enjoy helping him through tough times.
14. You reach out a friend.
A. I like to reach out friends.
B. I like to know what she is been doing in this quarantine.
15. The doctor tells you that you are healthy and have high immune system despite
of being in a quarantine.
A.I am very health conscious
B.I make sure I exercise, eat balance diet and drink my vitamins everyday
16. You and your mom fought about losing your job during this pandemic.
A. I’m a failure to her.
B. She does not understand that there is a pandemic happening right now.
17. Jeon wasn’t able to finish answering his quiz in Ethics as he ran out of time resulting
in having a low score.

A. I find the test hard

B. The internet reception is low.

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18. In the middle of the test, you got angry.

A. I think that I am dumb for not recalling right away the answers.
B. The teacher gave out questions that are not in my notes.
19. You had a failing grade in you Anatomy and Physiology subject.

A. I don’t understand anything about the subject.

B. The teacher does not have any references to study to.
20. You had a breakup with your partner.

A. It was my fault.
B. It was his/her fault.
21. You miss the deadline of your assignment.

A. I am constantly been submitting my task late.

B. I will make it sure that it will not happen again.
22. You are still coping with the new online classes in your school.

A. I have a hard time adapting to the change until now.

B. In the first months, I had a hard time adapting.
23. You quit your club that you enjoy before the pandemic happen.

A. I will never rejoin the club.

B. I will rejoin the club after the pandemic.
24. School task especially in online pace turned me a person who developed sudden
anxiety.

A. It’s because of quick change of learning platform.

B. It’s because I already facing anxiety before and the current situation
triggers it.
25. You easily got tired when reading a particular lesson.

A. I always got bored when reading school lessons.

B. I am not into the mood of reading for an hour.

18 | P a g e
26. You never get good grades in your midterm exam

A. I am not intelligent like everyone.

B. I will try hard next time but not sure about it.

27. The tension of overload activities and task make me feel stress.

A. I am not responsible enough.

B. I will make things done step by step.

28. You feel annoyed and disappointed of the score you got in your test

A. I never did study.

B. I will perhaps read and study a little bit.

29. While doing your Arts Project and it’s been almost 5 hours that you did not get
what you’re trying to do.

A. I don’t have the proper equipment all the time.

B. It didn’t look as what I’ve planned to do but maybe next time
30. You never read files that was sent to you by your teacher

A. I will not understand the content of that file anyway.

B. I will just reread it the other day.

Revisions Phase 1: Report for Consultation

No. of Items Revised Good Revise Bad Remarks
Item Item
EXPLANATORY STYLES IN GOOD SITUATION
Personalization (Internal vs. External)
1 You submitted your online ✓ Add the word
project on time despite the “because” and
struggle of online classes. don’t put a
A. It is because I period (.) so
work productively. they can
B. It is because I continue the
have a good sentence.
reception at home.

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 2 You got a perfect score on ✓ Add the word
your online test. “because” and
A. I study hard don’t put a
B. It is because my family period (.) so
is not noisy at that time they can
and I can focus. continue the
sentence.
3 You are quarantined in a ✓ Don’t end the
safe place. statements so
A. I make sure that my they can
home is safe. continue it with
B. My family make sure their choice
that we are safe in the
pandemic.

4 Even though in lockdown, ✓ Revise this

you are eating three times question.
a day. Grammar error
A. I sustained our meals.
B. We rely on “ayuda”.

5 You passed you test even ✓ Grammar error.

though you hard time “I passed my
understanding it. test despite the
A. I study a harder. struggles”? or
B. I had a good tutor. “I passed my
test even
though it took
me a hard time
to
understand”?
Permanence (Stable vs. Unstable)
6 You manage to complete ✓ Add a
your task today continuation
A. I am always managing statement such
my tasks daily. as: because,
B. I am in perfect since, for
form to do the task
today.

7 You read the book that you ✓ Add a

dying to read and continuation
quarantine give you time. statement such
A. I am a as: because,
bookworm. since, for

20 | P a g e
 B. I am in Statement has
particularly in the grammar error
mood to read at that
time.

8 In spite of having a short ✓ Add a

time to prepare, you continuation
manage to answer your statement such
graded online oral as: because,
recitation. since, for
A. I am always
prepared.
B. I got lucky that
time.

9 You joined an organization ✓ Add a

in your school. continuation
A. I am always fond statement such
of joining as: because,
organization. since, for
B. I am particularly
passionate to Revise letter A
become a member to more than
at this organization. just being fond
of the org.
Probably you
may specify an
event that
could make the
respondent
excited to join.

Also revise
letter B to more
than just being
passionate,
specify
something why
he/she is
passionate
about it. It may
help the
respondent
gain skills or
assets for
future

21 | P a g e
 purposes.
Please specify
lang
10 You got accepted to an Start with “if”- if
online job. ever your
A I will make sure to respondents
manage my time are students
efficiently. because this is
B. I will quit the job for the future
in two months. pa man. Also
have a comma
(,) at the end of
the statement

Revise choice
A to a more
stable choice.
Answer the
question, what
will I do in
order for me to
stay in the job?

Revise also B.
It would be
better if you
would focus on
an event or a
thing that
keeps the
respondent
working. Say
for example,
paying a
motorcycle or
saving up for a
phone.

Pervasiveness (Global vs. Specific)

11 You successfully passed ✓ Don’t put a
your midterm in your Math period (.),
subject because instead try a
A. I work hard specifically connecting
in that subject word that could
B. I work hard in all of my connect it to
subjects. the choices.

22 | P a g e
 12 You got an A on your ✓ Add a
essay. continuation
A. I am good at everything. statement such
B. I am good in writing as: because,
essays. since, for

13 You defended your ✓ Revise this

neighbor from the statement into
stereotype of other people a simple one.
because the rumor that he
tested positive when in fact Change letter B
his result is negative. as to why you
A.I care about want to help
people. your neighbor
B. I enjoy helping not just
him through tough because you
times. enjoy it.

14 You reached out a friend. ✓ Specify why u

A. I like to reach out to picked this
friends. friend among
B. I like to know what she all others. You
is been doing in this may say, she is
quarantine. your bestfriend
or because you
missed talking
to this friend.
15 The doctor tells you that ✓
you are healthy and have
high immune system
despite of being in a
quarantine. This is
because
A.I am very health
conscious
B.I make sure I
exercise, eat
balance diet and
drink my vitamins
everyday

EXPLANATORY STYLES IN BAD SITUATION

Personalization (Internal vs. External)

23 | P a g e
 16 You and your mom fought ✓ You add a
about losing your job connecting
during this pandemic. statement
A. I’m a failure to her. before you
B. She does not introduce the
understand that there is a choices, for
pandemic happening right example,
now.
“It means that /
I feel that”
A.
B.
17 Jeon wasn’t able to finish ✓ Who is Jeon?
answering his quiz in How is he
Ethics as he ran out of time connected to
resulting in having a low the
score. respondent?
A. I find the test Use words that
hard would identify
B. The internet the respondent
reception is low. like, “I” or “you”

Revise it:
“Just recently,
you ran out of
time in
answering the
exam which
resulted to a
low score. This
is because:
A.
18 In the middle of the test, ✓
you got angry.
A. I think that I am
dumb for not
recalling right away
the answers.
B. The teacher gave
out questions that
are not in my notes.

19 You had a failing grade in If ever the

your Anatomy and respondents
Physiology subject ✓ that will take
this

24 | P a g e
 A. I don’t questionnaire
understand anything are taking
about the subject. Anatomy, it
B. The teacher does would be good,
not have any but how about
references to study those that is
to. not or will not
take this
subject? Is this
still valid
enough for
them?

20 You had a breakup with ✓ What If the

your partner. respondent
A. It was my fault. never
B. It was his/her experienced a
fault. break up? How
would he /she
respond?
Permanence (Stable vs. Unstable)
21 You miss the deadline of ✓ Add something
your assignment. to letter A as to
A. I am constantly your constant
submitting my task late. excuse every
B. I will make it sure that it time you
will not happen again. submit late. For
example,
“because my
teacher still
accepts late
submissions.”
22 You are still coping with ✓ You add a
the new online classes in statement in
your school. letter B that
A. I have a hard time would make it
adapting to the change more unstable
until now like, “but now I
B. In the first months, I had am coping” or
a hard time adapting. luckily I am
already
improving”
23 You quit the club that you ✓ Regarding the
enjoy before the pandemic letter A choice,
happens. specify why

25 | P a g e
 A. I will never rejoin the you would not
club. rejoin the club.
B. I will rejoin the club after
the pandemic.

24 School task especially in ✓ Revise

online pace turned me a statement into
person who developed a simpler one.
sudden anxiety.
A. It’s because of Grammar
quick change of errors also in
learning platform. the choices
B. It’s because I
already facing
anxiety before and
the current situation
triggers it.

25 You easily got tired when ✓

reading a particular lesson.
A. I always got
bored when reading
school lessons.
B. I am not into the
mood of reading for
an hour.

Pervasiveness (Global vs. Specific)

26 You never get good grades ✓ Revise letter B
in your midterm exam choice into a
A. I am not intelligent more specific
like everyone. one. I don’t get
B. I will try hard next the statement
time but not sure of letter B
about it.

27 The tension of overload ✓ Add an

activities and task makes introductory
me feel stressed. statement
A. I am not responsible before
enough. proceeding to
B. I will make things the choices.
done step by step. For example, “it
only means”/ It
may imply”

26 | P a g e
 28 You feel annoyed and ✓ Add an
disappointed of the score introductory
you got in your test statement
A. I never did study. before
B. I will perhaps read proceeding to
and study a little bit. the choices.
For example, “it
only means”/ It
may imply”
29 While doing your Arts ✓ Grammar error
Project and it’s been on statement
almost 5 hours that you did
not get what you’re trying
to do.
A. I don’t have the
proper equipment all
the time.
B. It didn’t look as what
I’ve planned to do
but maybe next time

30 You never read files that ✓ Add a

was sent to you by your connecting
teacher word from the
A. I will not understand statement to
the content of that the choices.
file anyway.
B. I will just reread it
the other day.

Pilot Testing Phase 1

The test developers administered pilot testing to the second year BS Psychology
students of Cebu Institute of Technology-University. The test respondents were 30
college students, ranging from 18-22 years old. Following the pilot test, we provided a
tramittal letter to Mrs. Bethany Polotan (see Appendix A). The test results and
interpretation were being analyzed through item analysis and item discrimination value.

27 | P a g e
Pilot Testing Questionnaire

Instructions:
Please put yourself in the following situations and choose the letter that best describes
what you would likely do.

1. You make sure to submit your online project on time despite the struggle of online
classes because
A. It is because I work productively.
B. It is because I have a good reception at home.

2. If you got a perfect score on your online test, it is because

A. I study hard.
B. It is because my family is not noisy at that time and I can focus.

3. I quarantined in a safe place because

A. I make sure that my home is safe.
B. My family make sure that we are safe in the pandemic.

4. Despite the lockdown, my family and I are able to eat three times a day because
A. I sustained our meals.
B. We rely on “ayuda”.

5. I passed my test despite all the struggle for

A. I study harder.
B. I had a good tutor.

6. I managed to complete my task today because

A. I am always managing my tasks daily.
B. I am in perfect form to do the task today.

28 | P a g e
7. I read the book that I’m dying to read and quarantine give you time because
A. I am a bookworm.
B. I am in particularly in the mood to read at that time.

8. In spite of short time to prepare, you manage to answer your graded online oral
recitation because
A. I am always prepared.
B. I got lucky that time.

9. I will join the Supreme Student Government in my university for

A. I am always fond of joining organization that requires leading and commitment.
B. I am particularly passionate in making project proposals and organizing school
events.

10. If you got accepted to an online job, then

A. I will make sure to not be late
B. I will travel wherever I want with my own expenses.

11. You successfully passed your midterm in your Math subject because
A. I work hard specifically in that subject.
B. I work hard in all of my subjects.

12. I got 100 points on my essay for

A. I am good in English.
B. I am good in writing essays.

13. I defended your neighbor from cyberbullying because

A.I care about people.
B. I enjoy helping him through tough times for he is my best friend.

29 | P a g e
14. You reach out a friend because
A. I like to reach out to friends.
B. I like to know what she is been doing in this quarantine and I missed her.

15. The doctor tells you that you are healthy and have high immune system despite of
being in a quarantine. This is because
A.I am very health conscious.
B.I make sure I exercise, eat balance diet and drink my vitamins every day.

16. You and your mom fought about losing your job during this pandemic. It means that
A. I’m a failure to her.
B. She does not understand that there is a pandemic happening right now.

17. Just recently, you ran out of time in answering the exam which resulted to a low score.
This is because
A. I find the test hard
B. The internet reception is low.

18. In the middle of the test, you got angry.

A. I think that I am dumb for not recalling right away the answers.
B. The teacher gave out questions that are not in my notes.

19. You had a failing grade in your Math subject because

A. I don’t understand anything about the subject.
B. The teacher does not have any references to study to.

20. There are times that you broke down emotionally during quarantine because
A.I got used to enjoying myself with friends physically.
B. People in the house kept on scolding me and I cannot take it anymore.

30 | P a g e
21. You miss the deadline of your assignment because
A. I am constantly submitting my task late, my teacher still accepts late
submissions anyway.
B. I will make sure that it will not happen again.

22. You are still coping with the new online classes in your school because
A. I have a hard time adapting to the change until now
B. In the first months, I had a hard time adapting but I am now coping

23. You quit the club that you enjoy before the pandemic happens for
A. I am having hard time adjusting my busy schedule of my online class.
B. I will rejoin the club after the pandemic.

24. Online class tasks give you anxiety because

A. With the sudden change of the learning environment.
B. I’m already facing anxiety before and the current situation triggers it even more.

25. I easily got tired when reading a particular lesson.

A. I always got bored when reading school lessons.
B. I am not in the mood of reading for an hour.

26. You did get good grades in your midterm exam

A.I am not intelligent like everyone.
B.I will try hard harder next semester.

27. The tension of overload activities and task makes me feel stressed.
A. It only means that I am not responsible enough.
B. I will make things done step by step.

31 | P a g e
28. You feel annoyed and disappointed of the score you got in your test
A. It may imply that I never did study.
B. It means that I will perhaps read and study a little bit.

29. You suddenly realize that it has already been 5 hours in making your art project and
you still do not know what to do because
A.I do not have the proper equipment all the time.
B. It did not look as what I’ve planned to do but maybe next time.

30. You never read files that was sent to you by your teacher because
A. I do not understand the content of that file anyway.
B. I will just reread it on another day.

Revisions Phase 2: Item Analysis (Poor Items)

We identified the poor items in the item discrimination index (see Appendix C).

Item Number Discriminating Interpretation Remarks

Index

3 0 (0%) Poor item Revised

4 -0.1667 (-16.67%) Poor item Revised

5 -0.1667 (-16.67%) Poor item Revised

9 0.1667 (16.67%) Poor item Revised

10 0.1667 (16.67%) Poor item Revised

19 -0.1667 (-16.67%) Poor item Revised

20 0.1667 (16.67%) Poor item Revised

24 -0.1667 (-16.67%) Poor item Revised

25 0.1667 (16.67%) Poor item Revised

30 -0.1667 (-16.67%) Poor item Revised

32 | P a g e
Pilot Testing Phase 2
Through item discrimination index, we have found the poor items that are needed
to be rejected or revised. We, as test developers, revised all the poor items and
proceeded to the pilot testing. This time, we administered 30 college students who were
enrolled in Cebu Institute of Technology-University. Then, we proceeded to measure the
validity and reliability through Cronbach’s alpha and inter-rater coefficient.

Proposed Interpretation
The test developers ought to determine the test takers’ pessimistic and optimistic
attitude in good and bad situation through distinguished dimensions of attributions or
explanatory styles. Following Yates and Affrasa’s scoring (1994) and the 30-item
questionnaire (15 items for good situation and 15 items for bad situation), the scores
should range from 1 to 15 of both bad and good situations. The test developers followed
the Life Orientation Test-Revised test interpretation in which the score range is divided
into low optimism (high pessimism) and high optimism (low pessimism) (Chiesi et.al,
2013). Thus, it can be interpreted that the accumulated scores ranging from 0-8 postulate
as having pessimistic explanatory style, and the total scores ranging from 9-15 is depicted
as having optimistic explanatory style. As depicted by the theory of Explanatory Styles by
Seligman (1984), an optimistic possesses permanent, pervasive, personal (internal)
attributes in good situation, and when a bad situation, the person has temporary, specific
and external attributes. In contrast of a pessimist wherein he or she possesses temporary,
specific, and external attributes in good situation, and in bad situation, the person has
permanent, pervasive, and internal attributes. It can be taken to account that if the person
scored high in 2 out of 3 dimensions of attributional style. Thus, the test possesses
pessimistic or optimistic attitude depending on majority scores (Yates & Afrassa, 1994).

Final Test Outcome

Test Administration and Scoring

The aim of this test is to see whether an individual has optimistic or pessimistic
explanatory styles when it comes to a positive or negative circumstance or outcome. The

33 | P a g e
proposed test is based on a scenario in which respondents self-report their current
attitude in the face of a pandemic.

In this test, the test takers will be 30 college students who are currently taking
online class and are affected by the pandemic. Thus, potential participants to take this
test are both men and women. The test is administered through online with the use of
Google Forms. The specific allotted time for the test takers to answer is approximately 15
minutes. The test consists of 30 items which is divided into two parts. Items 1-15 are
considered as good items while items 16-30 are considered as bad items.

After answering, the questionnaire will be check and the data gathered will be
interpreted objectively based on the Life orientation test revised in which the score range
is divided into low optimism (high pessimism) and high optimism (low pessimism).

The test utilized direct scoring. This means that each permanent, personal
(internal), or pervasive response is scored 1, and each external cause, temporary, or
specific response is scored 0 (Yates and Affrasa, 1994).

The result of the test will determine the test takers’ pessimistic and optimistic
attitude in good and bad situation through distinguished dimensions of attributions or
explanatory styles.

34 | P a g e
Table of Specification
Level Objectives Item Number Cronbach’s Inter-rater
Number alpha correlation
coefficient
Explanatory To determine the
Style for optimistic and
Good pessimistic style 1-15 15 0.73024 0.667
Situation in good situation. (Internal (Moderate:
Explanatory To distinguish consistency 66.7% of
Style for the optimistic and is reliability)
15
Bad pessimistic style 16-30 acceptable)
Situation in bad situation.

Content Validity Index: Inter-rater coefficient

Item Number Expert 1 Expert 2 Expert 3 CVR
1 x x 0.333
2 x x x 1
3 x x 0.333
4 x x x 1
5 x x 0.333
6 x x x 1
7 x x x 1
8 x x 0.333
9 x x x 1
10 x x 0.333
11 x x x 1
12 x x 0.333
13 x x x 1
14 x x 0.333
15 x x x 1
16 x x x 1
17 x x 0.333
18 x x x 1
19 x x x 1
20 x x 0.333
21 x x 0.333
22 x x x 1

35 | P a g e
 23 x x x 1
24 x x 0.333
25 x x 0.333
26 x x 0.333
27 x x 0.333
28 x x x 1
29 x x 0.333
30 x x x 1
CVR(Critical) for a panel CVR: 0.667
size (N) of 3 is 1.667.

Interpretation of the Test Results

Following the Table of Specification, we interpret the test results and sort them
out of our test key areas: explanatory styles for good situation and explanatory styles for
bad situation.

Key Area: Explanatory Styles for Good Situation

Interpretation

Low Scorers

Low scorers ranging from 0-8 postulate that they are possessing pessimistic
explanatory styles. This means that they have temporary, specific, and external
attributes or dimensions to good situation.
High Scorers

High Scorers ranging from 9-15 depicted test taker to have an optimistic explanatory
style. Thus, they have permanent, pervasive, personal (internal) attributes in good
situation.

36 | P a g e
 Key Area: Explanatory Styles for Bad Situation

Interpretation

Low Scorers

Low scorers ranging from 0-8 indicates that test takers have pessimistic explanatory
styles that they are possessing pessimistic explanatory styles. This means that they
have temporary, specific, and external attributes or dimensions to bad situation.
High Scorers

High Scorers ranging from 9-15 depicted that test takers are possessing optimistic
explanatory styles. This indicates that the test takers have permanent, pervasive,
personal (internal) attributes in bad situation.

37 | P a g e
 Appendices

38 | P a g e
Appendix A: Sample Test

Explanatory Style Test for Good and

Bad Situation

39 | P a g e
Instructions:
Please put yourself in the following situations and choose the letter that best describes what you would likely do.
1. You make sure to submit your online project on time
despite the struggle of online classes because
A. It is because I work productively.
B. It is because I have a good reception at home.
2. If you got a perfect score on your online test, it is
because
A. I study hard.
B. It is because my family is not noisy at that time
and I can focus.
3. I quarantined in a safe place because
A. I make sure that my home is safe through
following medical protocols.
B. My family make sure that we are safe in the
pandemic through following medical protocols.
40 | P a g e
4. Despite the lockdown, my family and I are able to eat
three times a day because
A. I sustained our meals.
B. We rely on my parents’ salary.
5. I passed my test despite all the struggle for
A. I study harder.
B. I had a good tutor.
6. I managed to complete my task today because
A. I am always managing my tasks daily.
B. I am in perfect form to do the task today.
7. I read the book that I’m dying to read and quarantine
give you time because
A. I am a bookworm.
B. I am in particularly in the mood to read at that
time.
8. In spite of short time to prepare, you manage to answer
your graded online oral recitation because
A. I am always prepared.
B. B. I got lucky that time.
9. I will join the Supreme Student Government in my
university for
A. I am always fond of joining organization that
requires leading and commitment.
B. I am particularly passionate in making project
proposals and organizing school events.
10. If an online job accepted your application, then
A. I will make sure to have a good performance and
arrive early before the time.
B. I will buy whatever I want with my own expense.
11. You successfully passed your midterm in your Math
subject because
A. I work hard specifically in that subject.
B. I work hard in all of my subjects.
41 | P a g e
12. I got 100 points on my essay for
A. I am good in English.
B. I am good in writing essays.
13.I defended your neighbor from cyberbullying because
A. I care about people who are close to me.
B. I enjoy helping him through tough times for he is
my best friend.
14. You reach out a friend because
A. I like to reach out to friends.
B. I like to know what she is been doing in this
quarantine and I missed her.
15. The doctor tells you that you are healthy and have high
immune system despite of being in a quarantine. This is
because
A. I am very health conscious.
B. I make sure I exercise, eat balance diet and drink
my vitamins every day.
16. You and your mom fought about losing your job during
this pandemic.
A. It means that I’m a failure to her.
B. She does not understand that there is a
pandemic happening right now.
17. Just recently, you ran out of time in answering the
exam which resulted to a low score. This is because
A. I find the test hard
B. The internet reception is low.
18. In the middle of the test, you got angry because
A. I think that I am dumb for not recalling right away
the answers.
B. The teacher gave out questions that are not in
my notes.
19. You have a failing grade in your Math subject because
A. I don’t understand anything about the subject
because math is difficult for me
B. The teacher did not provide any references to
study
42 | P a g e
20. There are times that you experience emotional
break down during quarantine because
A.I got used to enjoy myself with friends physically
and staying away from them all of a sudden creates
emotional breakdown
B. People in the house kept on scolding me and I
cannot take it anymore.
21. You miss the deadline of your assignment because
A. I am constantly submitting my task late, my
teacher still accepts late submissions anyway.
B. I will make sure that it will not happen again.
22. You are still coping with the new online classes in your
school because
A. I have a hard time adapting to the change until
now
B. In the first months, I had a hard time adapting but
I am now coping
23. You quit the club that you enjoy before the pandemic
happens for
A. I am having hard time adjusting my busy
schedule of my online class.
 B. I will rejoin the club after the pandemic.
24. Online class tasks give you anxiety because
A Due to the sudden change of learning
environment and I am having a hard time to cope
with the new normal set up
B. I’m already facing anxiety before and the current
situation triggers it even more.
25. I easily got tired when reading a particular lesson.
A. I always got bored when reading school lessons
because it’s hard to understand.
B. I am not in the mood of reading for an hour.
26. You did get good grades in your midterm exam
A.I am not intelligent like everyone.
B.I will try hard harder next semester.
27. The tension of overload activities and task makes me
feel stressed.
A. It only means that I am not responsible enough.
B. I will make things done step by step.
43 | P a g e
28. You feel annoyed and disappointed of the score you
got in your test
A. It may imply that I never did study.
B. It means that I will perhaps read and study a little
bit.
29. You suddenly realize that it has already been 5 hours
in making your art project and you still do not know what
to do because
A.I do not have the proper equipment all the time.
B. It did not look as what I’ve planned to do but
maybe next time.
30. You never read files that was sent to you by your
teacher because
A. I do not understand the content of that file anyway
because it is hard to understand.
B. I will just reread it on another day.
Appendix B: Transmittal Letter
Cebu Institute of Technology-University
College of Arts, Sciences, and Education
Department of Humanities and Behavioural Sciences

March 5, 2021
To: Ms. Bethany Polotan, MA, RPm
Cebu Institute of Technology - University
N. Bacalso Avenue Psychology Faculty
Madam:
Greetings!
We are currently enrolled in our 3rd year in the BS Psychology degree program at
the Cebu Institute of Technology University. We are currently developing a test entitled
“Optimistic/ Pessimistic Explanatory Styles Test.” This test is a partial fulfilment of our
course Psychological Assessment II.
We are writing to humbly ask your permission to let the 1st year students enrolled
in your class the respondents of our study. If approval is granted, an MS form will be
provided as material utilized in the test. The test will only last approximately 15 minutes.
Rest assured that we will cause no disturbances before, during, and after the study.
Furthermore, the privacy of the individual is kept and will be confidential.
With the approval of this letter, it would be a great help in our academic
endeavours. Thank you, and God bless!
Respectfully yours,

Macasero, Kim Anthony

Maranga, Leonabelle
Lozada, JM Mariannie
Mamado, Lutchie
Manayon, Lea Monique
Maghanoy, Erika

Noted by: Approved by:

Ms. Najie B. Responte, Ph.D., RPsy Ms. Bethany Polotan, MA, RPm
Psych 352 Instructor Psychology Faculty
Appendix C: Item Discrimination Index
Item Number Discriminating Discriminating Interpretation
Index Index (%)
1 0.667 66.7% Good item
2 0.667 66.7% Good item
3 0 0 Poor item
4 -0.167 -16.7% Poor item
5 -0.167 -16.7% Poor item
6 0.333 33.3% Good item
7 0.5 50% Good item
8 0.333 33.3% Good item
9 0.167 16.7% Poor item
10 0.667 66.7% Good item
11 0.667 66.7% Good item
12 0.5 50% Good item
13 0.5 50% Good item
14 0.667 66.7% Good item
15 0.667 66.7% Good item
16 0.667 66.7% Good item
17 0.667 66.7% Good item
18 0.5 50% Good item
19 -0.167 -16.7% Poor item
20 0.167 16.7% Poor item
21 0.5 50% Good item
22 0.5 50% Good item
23 0.333 33.3% Good item
24 -0.167 -16.7% Poor item
25 0.167 16.7% Poor item
26 0.667 66.7% Good item
27 0.333 33.3% Good item
28 0.667 66.7% Good item
29 0.333 33.3% Good item
30 -0.167 -16.7% Poor item

45 | P a g e
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