kce.iafor.org/programme KCE2024 Pre-Recorded Virtual Presentations Mind, Brain & Psychology 84072 | Exploring the Relationship Between Realistic Optimism and Big Five Personality Traits Among Indian University Students Aneesah Nishaat, Higashi Nippon International University, Japan Objective: This study investigates the association between Realistic Optimism and Big Five personality traits among Indian university students. Methodology: A questionnaire survey was conducted at three universities in India, comprising 209 participants aged 18 to 25 (Male: 97, Female: 112). The Realistic Optimism Scale (Nishaat, 2021) was utilized, encompassing Future Orientation, Flexibility, and Will/Courage factors, alongside the Ten-Item Personality Inventory (Gosling et al., 2003). Data were analyzed using Pearson correlation coefficient analysis. Result: Results revealed a positive correlation between realistic optimism and Big Five personality dimensions. Notably, realistic optimism was significantly associated with Emotional Stability (r = .37, p < .01), Agreeableness (r = .28, p < .01), Openness (r = .21, p < .01), and Conscientiousness (r = .15, p < .05). Furthermore, a positive correlation was found between realistic optimism subcomponents and Big Five traits. Future Orientation demonstrated a positive correlation with Agreeableness (r = .30, p < .01), Emotional Stability (r = .20, p < .01), and Openness (r = .19, p < .05). Flexibility exhibited positive correlations with Emotional Stability (r = .36, p < .01) and Agreeableness (r = .22, p < .01). Additionally, a significant correlation emerged between Hope/Will Power and Emotional Stability (r = .18, p < .01). Conclusion: This study underscores the positive relationship between realistic optimism and personality traits, particularly emphasizing the impact of emotional stability on optimism. The correlation between Flexibility and Emotional Stability and Agreeableness suggests that adaptable individuals tend to exhibit emotional stability and agreeableness in challenging circumstances. 87213 | Infusing PERMAH into Education Courses: Effects on Pre-service Teacher Well-being and Social-Emotional Competence Desiderio IV Camitan, University of the Philippines, Philippines Lizamarie Campoamor-Olegario, University of the Philippines, Philippines This study examined the impact of integrating Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment (PERMA) training into undergraduate Educational Psychology and Developmental Psychology courses for 147 pre-service teachers in the Philippines during the post-COVID-19 lockdown. The intervention aimed to enhance pre-service teachers' well-being and social-emotional competencies (SEC) amidst unique pandemic stressors. Participants engaged in weekly online sessions, individual practices, and reflective exercises, emphasizing mindfulness, self-awareness, emotional regulation, gratitude, empathy, and positive relationships. Pre- and posttest data, using the PERMA Profiler and the Social and Emotional Competence Questionnaire (SECQ), revealed significant improvements in multiple PERMA domains (positive emotions, p < 0.01; engagement, p < 0.01; relationships, p < 0.01; meaning, p < 0.01; overall happiness, p = 0.02) and key SEC subscales (self-awareness, p < 0.01; social awareness, p = 0.02; self-management, p < 0.01). These findings highlight the importance of prioritizing well-being in teacher preparation programs, equipping pre-service teachers with tools to cultivate their own well-being and SEC, potentially enhancing their capacity to foster positive learning environments for future students. Primary & Secondary Education 85863 | Causal Factors, Academic Motivation, Academic Coping and Performance of Students in the “New Normal” Johanne Aterrado, University of Rizal System, Philippines Jannie Manimtim, University of Rizal System, Philippines Jeremy Aterrado, University of Rizal System, Philippines Jansen San Juan, University of Rizal System, Philippines Jenisus Dejarlo, University of Rizal System, Philippines Public elementary and secondary schools in the Philippines face a significant challenge with high dropout rates. While factors such as family problems, poverty, peer pressure, juvenile delinquency, and student vices contribute to this issue, other factors such as school facilities, learning atmosphere, and teacher influence may also play a role. This study examined the relationship between causal factors, academic motivation, and student coping strategies on classroom performance in the new normal, aiming to develop an external program to address these issues. Utilizing a Mixed-Methods Research approach with a Concurrent Triangulation Design, the study included 175 participants: 10 students for in-depth qualitative interviews and 165 students who completed self-report scales for quantitative analysis. The study found that demographics, parental support, academic motivation, and coping strategies are significant factors affecting academic performance. Despite low correlation, academic motivation and coping mechanisms were significantly related to academic performance. These findings suggest that while the correlations are low, the relationships between these variables are statistically significant. The researchers recommend an extension program that offers a holistic approach to learning, addressing the identified concerns to improve academic performance. 152 | IAFOR.ORG | KCE/KCAH2024 | Follow us on X @IAFOR (tweet about the conference using #IAFOR)