Special
January
Issue
2016
INTERNATIONAL JOURNAL OF HUMANITIES AND
CULTURAL STUDIES ISSN 2356-5926
The relationship between irrational beliefs, expression of anger and optimism
in students of Islamic Azad University- Kish Island, Iran
Nasrin Bakhshi (MA)
Graduate of Clinical Psychology, Department of Psychology, Kish International Branch,
Islamic Azad University, Kish Island, Iran
Batool Pashang (Phd)
Department of Psychology, College of Psychology, Karaj branch, Islamic Azad University
Alborz, Iran
Marjan Hossein Zade Taqvai (Phd)
Department of Psychology, College of Psychology, Karaj branch, Islamic Azad University
Alborz, Iran
Abstract
Purpose: The purpose of present study was to determine the relationship between irrational
beliefs, anger expression and optimism among students in Islamic Azad University of Kish
branch.
Method: This study was a descriptive study. Statistical population included all students of
Islamic Azad University of Kish branch, among which 100 subjects were selected as sample by
convenience sampling method and responded to Jones`s Irrational beliefs questionnaire,
Spielberger’s anger control test and optimism test of LOT (Life Orientation Test ).
Results: Multivariate regression analysis showed that the higher the irrational beliefs and anger
expression of students is, the less their optimism will be. Also, the variables of helplessness in the
face of change and emotional irresponsibility can predict optimism in students. In addition, the
variables of helplessness in the face of change and trouble avoidance trouble can predict
students’ anger.
Conclusion: Since the findings show a relationship between study variables, it can be concluded
that optimism increases by modifying the components of anger expression and irrational beliefs.
Also, irrational beliefs and anger can be controlled by reinforcing optimism.
Keywords: anger control, irrational beliefs, optimism.
http://www.ijhcs.com/index.php/ijhcs/index
Page 763
Special
January
Issue
2016
INTERNATIONAL JOURNAL OF HUMANITIES AND
CULTURAL STUDIES ISSN 2356-5926
Introduction
General aggressiveness theory refers to the fact that two sets of conditional and internal factors
might create the anger emotion; however, one’s assessment of the situation may convert the
emotion into aggressive behavior or control of the anger. The outcome of anger is that the
individual finds a sort of sense of power that compensates their anxiety. Solivan argued that when
anger is suppressed, three types of response is expected: adaptation, recalcitrant, and malintentional behaviors. (Fist 2009; translated by Seyed Mohammadi, 2009)
Optimism is a positive optimism toward the world around and the optimist tries to see the world
in a better way by adopting this viewpoint. Optimist individuals admit that the world is not
perfect and ideal and nobody can have all the good traits; however, they try to see the bright side
of everything and hope for better things to happen. Therefore, their beliefs are very important; if
one’s beliefs are positive and optimistic, they will grow hope and peace; and if one’s beliefs are
negative and pessimistic, they will develop sense of insecurity and anxiety, which eventuate in
anger and aggressive behavior (Fier, 2011). Research works on health psychology recognize
optimism as a sign of psychological health and power (Fist, 2009). Principally, people take
illogical thoughts during their childhood and some the superstitious thoughts are developed by
one over the years; afterward, people intensify these thoughts through inculcating, repeating, and
behaving according those beliefs. Therefore, in general, it is the repetition of illogical thoughts by
one, rather than repetition by the parents that empowers superstitious thoughts in one’s life. Ellis
believed that people do not need others’ friendship or acceptance, although it is very pleasant.
The therapist teach the patients to stop feeling depressed when key individuals in their lives do
not accept them (Jerald Kori, 2006). Christ et al. (2002) conducted a study titled “role of
optimism in dealing, controlling, and psychological adaptation over the life changes on 89
freshmen (46 girls and 43 boys; age range = 17-20) and found that optimistic individuals tend to
adopt active defensive approaches, positive reevaluation, and avoid illogical beliefs.
In the study “the role of beliefs and optimism, intermediate role of optimism and illogical beliefs”
Day and Maltby (2003) studied 144 graduate students (46 boys and 98 girls) and showed that
there was a relationship between optimism and illogical thoughts. In addition, Hossein Shahi
(2002) surveyed the relationship between illogical thoughts, stress, optimism, and coping styles
among university students and concluded that optimist individuals had more tendency toward
active coping style comparing with pessimist individuals. In addition, the former had fewer
tendencies to adopt avoidance and emotion-based methods regarding illogical beliefs.
Given the above introduction, it is clear that optimism and proper way of controlling emotions
including anger are the main and critical elements of health and wellbeing that have positive
effects on physical healthy. On the other hand, given the new approach in psychology that
emphasizes on health from positive aspects and the results of research works on optimism, one
may argue that there is a relationship between higher physical and psychological adaptation and
less stressful events in life and higher level of performance and satisfaction with life. In addition,
optimism reduces illogical beliefs and improves one’s ability to control emotions and anger.
http://www.ijhcs.com/index.php/ijhcs/index
Page 764
Special
January
Issue
2016
INTERNATIONAL JOURNAL OF HUMANITIES AND
CULTURAL STUDIES ISSN 2356-5926
Therefore, the present study is an attempt to answer “if illogical beliefs are related to optimism
and expression of anger?”
Methodology
Regarding the method, the study is classified as a descriptive-correlative work as it seeks to find
the relationship between the dependent and independent variables. Study population included all
the students at Islamic Azad University, Kish Island. Sample group (n=100) was selected through
convenient sampling. To increase accuracy of sampling, reduce probable errors and ensure that
the sample group is large enough, a sample group with 50 individuals was formed. For data
gathering, Jons’ illogical beliefs questionnaire, anger expression questionnaire, and optimism
questionnaire were used. Jons’ illogical beliefs questionnaire (Jons’ et al., 1968) is based on Ellis
illogical beliefs and measures 10 illogical beliefs. The test is comprised of statements about one’s
emotions and beliefs regarding different things and the respondent might agree or disagree with
them. Reliability of the questionnaire was obtained by Jons equal with 92% and reliability of the
10 subscales were obtained at the range 66-80%. The questionnaire was tested and normalized for
the students of the University of Tehran by Hatami and Varzaneh (2010). Cronbach’s alpha for
the subscales of the questionnaire for a group of students (n = 1480; 860 girls and 620 boys) was
obtained equal with 0.86, 0.84, and 0.85 for all the participants (0.86, 0.83, 0.84 for girls; and
0.84, 0.85, and 0.86 for boys), which indicate acceptable internal consistency. Candal’s
consistency coefficients (validity) were obtained 0.80, 0.61, and 0.75 (Hatami and Varzaneh,
2000). Anger expression questionnaire was introduced by Spilberger in 1987. The checklist is a
paper-pencil scale for age range 16-35 with 57 subscales (six scales and five subscales) designed
in three sections. First section deals with measuring anger of mood, the second section deals with
anger of trait, and the third section deals with expression/control of anger. Cronbach’s alpha of
anger of mood was obtained 0.93 and 0.92 for girls and boys respectively. Cronbach’s alpha for
anger of trait was obtained 0.83 for boys and girls; and regarding anger of expression for girls
and boys it was 0.83, 0.60, 0.73, and 0.89 respectively. Cronbach’s alpha for anger control of
boys and girls was obtained 0.87 and to Sheerer and Karoro (1985) used life orientation test
(LOT) to measure natural optimism and revised it afterward. The type of optimism that is
evaluated by LOT is a personal trait featured with individual personal expectations in the future.
Several studies have indicated that natural optimism and pessimism are related to a wide
spectrum of structures like self-esteem, hopelessness, and neurotics. This indicates correlative
validity of the questionnaire. In addition, factor analysis of natural optimism and the pertinent
structures showed that natural optimism is an independent and separate factor (Sheer and Karor,
1985, Sheer et al., 1999); which indicates differential validity of the structure. The data was
analyzed using Pearson correlation test and regression analysis.
Findings
Demographical information
As indicated by the data, the participants at age range 26-30 constituted 20% of the sample group,
50% at age range 27-33, and 20% at age range 34-40. In addition, 5% had associates’ degree,
85% had bachelors’ degree, and 10% had masters’ degree.
http://www.ijhcs.com/index.php/ijhcs/index
Page 765
Special
January
Issue
2016
INTERNATIONAL JOURNAL OF HUMANITIES AND
CULTURAL STUDIES ISSN 2356-5926
Table 1- Regression coefficient for predicting optimism in students
Model
Variable
B
SD
Beta
t-value
Fix
73.93
14.304
5.029**
Simultaneous
Illogical beliefs
-0.172
0.068
-0.438
-2.52**
Expression of anger
-0.23
0.078
-0.515
-2.99**
As listed in Table 1, variables illogical beliefs and expression of anger can predict optimism in
students. Illogical beliefs regression (-0.438) and expression of anger (-0.515) indicate negative
significant relationship with optimism. That is, the higher the illogical beliefs and expression of
fear, students are less optimistic.
Table 2- Regression coefficient for predicting optimism in students
Model
Variable
B
SD
Beta
t-value
Fix
41.354
9.217
4.486**
Simultaneous
Inability in the face
-0.276
0.110
-0.470
-2.51**
of changes
Expecting others’
-0.131
0.203
-0.22
-0.645
approval
Avoiding problems
0.043
0.206
0.037
0.207
Emotional
irresponsiveness
-0.366
0.168
-0.438
-2.175**
As listed in Table 2, predictor variables inability in the face of changes and emotional
irresponsiveness can predict optimism in students. Regression of illogical beliefs of inability in the
face of changes (-0.475) and emotional irresponsiveness (-0.438) indicate negative significant
relationship with optimism. It is notable that the variable expecting other’s approval and avoiding
problems were not significant.
Table 3- Regression coefficient for predicting expression of anger in students
Model
Variable
B
SD
Beta
t-value
Fix
131.239
12.448
10.543**
Simultaneous
Inability in the face
0.321
0.149
0.247
2.146*
of changes
Expecting others’
0.482
0.275
0.201
1.754
approval
Avoiding problems
-0.842
0.278
-0.326
-3.025**
Emotional
irresponsiveness
0.295
http://www.ijhcs.com/index.php/ijhcs/index
0.227
0.158
21.297
Page 766
Special
January
Issue
2016
INTERNATIONAL JOURNAL OF HUMANITIES AND
CULTURAL STUDIES ISSN 2356-5926
As listed in Table 3, predictor variables inability in the face of changes and avoiding problems can
predict optimism in students. T-value is significant at below 0.05 and 0.01 levels. Regression of
illogical beliefs of inability in the face of changes (0.247 – positive relationship) and avoiding
problem (-0.326- negative significant relationship) are significantly related to expression of anger.
It is notable that the variables expecting other’s approval and avoiding problems were not
significant.
Table 4- Correlation matrix of irrational beliefs, expression of anger and optimism in
students
1
2
3
4
5
6
7
1
Optimism .1
Expression of
anger
Illogical
beliefs
Inability in
the face of
change
Expecting
others’
approval
Avoiding
problems
Emotional
irresponsivene
ss
.2
-0.546*
1
.3
-0.475+
0.324**
1
.4
-0.653**
0.312**
0.598**
1
.5
0.042
0.058
0.117
-0.032
1
.6
-0.006
-0.271*
0.245*
-0.017
0.259*
1
.7
-0.594**
0.181
0.711**
0.415**
-0.0319*
0.045
1
The results indicated that expression of fear, illogical beliefs, inability in the face of change, and
emotional irresponsiveness had negative significant relationship with optimism in students. In
addition, illogical thoughts, inability in the face of change had positive significant and avoiding
problems had negative significant relationship with expression of anger.
Discussion and conclusion
The first finding of the study indicated that the higher the illogical beliefs and expression of
anger, the lower the optimism in the students. This is consistent with Dor and Malti (2003), Crist
et al. (2002), Zivich et al. (2009), Barocook (2003), Fraie (2005), Baton and Bartrom (2002),
Debi et al. (2010), Chan (2003), McDerman and Haga David (2003), Dibord Jeffery and John S
(2004), Davis (2006), Anamons (2007), Montgomery and Daniel (2007) Shahabi (2006), Silgman
(1986), and Social Concept Research Center (2009-cited from Heidari et al., 2000). To explain
the finding, people with optimistic explanatory optimism evaluates their success as great
achievement and do not accept their failures or do not question themselves for the failures. They
easily filter the negative information about themselves so that they interpret the positive and
http://www.ijhcs.com/index.php/ijhcs/index
Page 767
Special
January
Issue
2016
INTERNATIONAL JOURNAL OF HUMANITIES AND
CULTURAL STUDIES ISSN 2356-5926
negative events in way to protect themselves. These people are mentally healthy, have high selfesteem, are less probable to become angry and aggressive, do not have illogical thoughts and
beliefs, and tend to promote their optimism viewpoints regarding the future. Therefore, consistent
with similar studies, we found that illogical beliefs and expression of anger are negatively related
to optimism. The next finding of the study was that inability in the face of changes and emotional
irresponsiveness were predictor of optimism in students. This is consistent with Dey and Multy
(2003), Christ et al. (2002), Baton and Bartrom (2002), Deby et al. (2010), Woods (2013),
Talebian Sharif (2000), Shahi (2000), and Seligman (1986). To explain this, it is notable that
inability in the face of changes is one of the illogical beliefs, which implies that the current
situation is the outcome of the past and no one can resist the fate. People with this belief think
that the past and their history have total control on their current situation and behavior. Of course,
this is irrational as the behaviors in the past might have no effect on the present situation and the
solutions of the past might be no good for the current problems. The idea that the past behavior
might have an effect on the present behavior can be used as a pretext for not changing one’s
current behavior. Overcoming the old thoughts is not easy but possible and a rational one can
examine and question the effect of the past thoughts and behavior and change the annoying
beliefs and thoughts. A healthy individual pays more attention to the current situation rather than
the past. Therefore, inability in the face of changes has a negative relationship with optimism.
The last finding of the study was that inability in the face of changes and avoiding problem can
predict expression of anger in students. Regression coefficient showed positive relationship
between inability in the face change and expression of anger (0.247) and negative relationship
between avoidance of fear and expression of anger (-0.321). This finding is consistent with
Lestrod (1999), Holgned (2012), Dorban and Trishiri (1997). However, our result is inconsistent
with Kash (2010) who showed that avoiding problem is significantly related to aggressiveness.
To explain this finding, one may say that inability in the face of change is one of the illogical
thoughts, which is positively related to expression of anger. People with this belief find
themselves unable to change their behavior and condition; so that the effect of the past is definite
from their point of view. Therefore, people with this belief tend to express their anger more often.
http://www.ijhcs.com/index.php/ijhcs/index
Page 768
Special
January
Issue
2016
INTERNATIONAL JOURNAL OF HUMANITIES AND
CULTURAL STUDIES ISSN 2356-5926
References
Baker, J. (2003). Dispositional coping strategies, optimism, and test anxiety as predictors of
specific responses and performance in an exestuation. Unpublished doctoral dissertation in
psychology. Texas Tech University.
Day.I.&Maltby.j . (2003). The relationship between adult attachment styles and emotional and
cognitive reactions to stressful events. In Simpson, J. A., & Rholes, W. S. (Eds.), Attachment
theory and close relationships (pp. 143- 165). New York: The Guilford Press.
Fear, P.W. (2011). The Irrational beliefs Test cognitive behavioral Traits and depression
Journal of rational emotive Therapy. SPR. Vol. 13-9-27.
Fisher, E. (2007) the Effects of locus of control and Differentiation of self on relationship
satisfaction. Honoros
research thesis. The Ohio State University. Cognitive behavior therapy,
vol, (2) 113135.
Hogland & ckollison. (1991). Irrational belifes. Journal of Rational Emotive and
behaviov Therapy, sum, vol. 14(z) 101-119.
cognitive
Hossein Shahi M (2002) Surveying the relationship between optimism and illogical beliefs and
approaches to fight stress in students, Psychological Hygiene Quarterly, 4th year, No.: 15& 16
Korsiny,D.(2002) Defense Mechanisms in psychology today. Journal of AmarilloQuarterly, 34, 403-419.
Palmer
Kouri J () Theories and utilization of consultation and psychotherapy translated by Seyed
Mohammadi Y (2006), Tehran, Arasbaran Publication
Macgowayer,B. (2006). Cognitive bias and irrational beliefs in major depression and dyshoria.
Journal of cognitive therapy and research. 17(4)9-470.
Seligman M A B () Optimist child, translated by Davarpanah F (2004) Tehran, Rosh Publication
Scheier, M. F., & Carver, C. S. Optimism, coping, and health: Assessment and implications of
generalized outcome expectancies. Health Psychology, 4, 219–24.
Sigel,p. (1982). Differentiation of self and marital adjustment within the Asian American
population, Journal of Marital and family therapy, vol, 12. Pp. 75-84.
http://www.ijhcs.com/index.php/ijhcs/index
Page 769