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Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average
Abstract
Research shows that Snyder's (1994) goal-directed hope construct predicts college GPA. However, studies have documented relatively weak relationships between these variables, possibly because hope was measured regarding goals generally, not academic-specific goals. Additionally, most studies have not compared variance accounted for in GPA by hope relative to other expectancy constructs. In a cross-sectional sample of 89 college students, we administer the Hope Scale, Domain Specific Hope Scale (academic subscale), General Self-Efficacy Scale, Academic Self-Efficacy Scale, Life Orientation Test-Revised (optimism), among others. We test a path-analytic model where academic-specific expectancies (e.g., academic hope, academic self-efficacy) have direct paths to GPA, and generalized expectancies (e.g., general hope, general self-efficacy) have paths to these academic-specific variables. A modified version of this hypothesized model demonstrated good fit. Generalized hope predicted academic-specific hope and academic self-efficacy, both of which then predicted GPA. Optimism and general self-efficacy did not predict academic-specific expectancy variables nor GPA.
... Based on the theoretical frameworks and related research of the developmental-ecological model of student engagement and the family investment model [8,14], students' learning behaviors are subject to multiple influences, such as individual psychology and the external environment. Meanwhile, gratitude and hope may play a bridging role in the relationship between parental educational involvement and students' learning engagement [19,24,28,43]. Hope theory and the broaden and build theory of gratitude also support the positive effects of gratitude and hope on learning engagement [25,29]. ...
... model [8,14], students' learning behaviors are subject to multiple influences, such as individual psychology and the external environment. Meanwhile, gratitude and hope may play a bridging role in the relationship between parental educational involvement and students' learning engagement [19,24,28,43]. Hope theory and the broaden and build theory of gratitude also support the positive effects of gratitude and hope on learning engagement [25,29]. ...
... They possess the belief that their endeavors can lead to triumph and hold optimistic expectations [35,36]. This hopeful mindset propels their dedication toward learning, rendering them more focused and industrious [43]. Therefore, hope plays a pivotal role in bridging parental involvement and students' learning engagement. ...
Despite the extensive body of literature on the correlation between family dynamics and academic achievement among students, there remains a notable gap in research investigating the influence of parental educational involvement on student learning engagement. Based on the developmental–ecological model of student engagement and relevant theoretical frameworks, this study used the quantitative analysis method to construct a chain mediation model to test the relationship between parental educational involvement and the learning engagement of middle school students, as well as the potential mediating role of gratitude and hope. This study employed a cross-sectional study using whole-cluster random sampling to measure middle school students aged 11–18 years old in two schools over a one-week period. Through the use of self-reporting surveys, this study assessed the levels of parental educational involvement, gratitude, hope, and learning engagement among 754 middle school students (48% female; Mage = 14.83, SD = 1.65) in Hubei Province, China. The mediation effect was analyzed using regression analysis and the chained mediation model and tested via the Bootstrap method. The findings suggested that parental educational involvement significantly positively related to learning engagement among middle school students, while gratitude and hope serve as partial mediators in the relationship between parental educational involvement and learning engagement. These findings revealed the psychological mechanisms underlying the relationship between parental educational involvement and learning engagement among middle school students, providing valuable insights for enhancing their level of learning engagement.
... Likewise, most recent studies have adopted DHS to examine how hope is related to academic performance at different school levels [21,26,27]. Substantially fewer studies have used or included AHS in examining the relationship between hope and academic performance (Gallagher et al. [20] and Feldman & Kubota [28] are among a few exceptions). In fact, the choice of DHS over AHS in previous studies appears arbitrary despite the recommendations by Feldman and Kubota [28] and Robinson and Rose [29] that hope should be measured at an appropriate level of specificity. ...
... Substantially fewer studies have used or included AHS in examining the relationship between hope and academic performance (Gallagher et al. [20] and Feldman & Kubota [28] are among a few exceptions). In fact, the choice of DHS over AHS in previous studies appears arbitrary despite the recommendations by Feldman and Kubota [28] and Robinson and Rose [29] that hope should be measured at an appropriate level of specificity. There have been few explanations regarding when and why the domaingeneral DHS is preferred over the domain-specific AHS when examining the association between hope and academic performance. ...
... Furthermore, findings from other studies show that domain-specific hopes were more strongly related to outcomes in their respective domains [40]. The most direct evidence is provided by a handful of studies that examined DHS and AHS together in college students [28,29]. They showed that AHS was more strongly associated with academic performance than DHS, and only AHS significantly and positively predicted academic performance while DHS was not a significant predictor when both were considered together. ...
Background
Hope has been extensively studied as a predictor of college students’ academic success. Most previous studies used domain-general, global hope measures to gauge the association between hope and academic performance among college students. However, a few studies have suggested that hope is domain-specific and domain-specific academic hope measures should be included in related research to better assess the influence of hope on academic outcomes. In this study, we aimed to further examine this issue to ascertain if there is value in including academic hope measures when studying the link between hope and academic outcomes in college students.
Methods
Two samples of Hong Kong college students (total N = 1321) were recruited. Each participant completed a set of self-reported online questionnaires.
Results
In both samples, global hope and academic hope emerged as related but separate factors in confirmatory factor analyses. Academic hope had consistently stronger unique explanatory power on academic performance and goal setting than global hope did. On the other hand, global hope explained more variance in general wellbeing than academic hope did, but its explanatory role in academic performance was not significant.
Conclusions
The findings support domain-specificity and show that hope measures explain more variance in outcomes in the matched domains. Therefore, academic hope measures should more routinely be included in related research to better evaluate the role of hope in academic pursuit among college students. Possible implications for hope interventions are also discussed.
... Researchers have specifically investigated the influence of emotions during science lessons [4] and examinations [5]. Many studies have shown that positive emotions can act both as direct precursors of performance [6,7] and as mediators of motivation [8]. Recent studies have also shown that positive emotions affect students' engagement at university [9,10]. ...
... Subsequent studies provided also evidence for convergent and criterion-related validity [71]. The PAF has Cognitive Obstruction (9) I feel I just can't make it in tests Physiological Tenseness (6) I am terribly scared of tests (Table continued) been translated into English and different languages, including Italian [72]. Almost in parallel to the TAI, the FRIEDBEN Test Anxiety Scale (FTAS) [47] was developed from the responses to open questions asking how a student who suffers from test anxiety behaves before, during, and after a test. ...
The assessment of test anxiety has received increasing attention in educational research due to the potential negative effects of anxiety on student performance. Traditionally, test anxiety scales have been developed for mathematics, but few studies have focused on physics. In this study, we validated two test anxiety scales for undergraduate physics courses: the Test Anxiety Inventory for Physics (TAIP) and the Abbreviated Test Anxiety Inventory for Physics scale (ATAIP), which were adapted from existing instruments. A convenience sample of 361 engineering students enrolled in a first-semester introductory physics course participated in the study. Confirmatory factor analysis and Rasch analysis were used to establish the construct validity of both scales. Convergent validity for the TAIP scale was established by examining its correlation with a scale adapted from the math anxiety scale. Criterion-related validity for both TAIP and ATAIP was established by analyzing the relationship between students’ Rasch scores on the two scales and their performance on two conceptual tests. Finally, measurement invariance of TAIP and ATAIP scales was established using both multigroup and differential item functioning analyses to reliably investigate gender differences in the corresponding Rasch measures. The study confirms a robust four-factor structure of the TAIP. The four subscales, Worry, Emotionality, Interference, and Lack of Confidence, demonstrate good reliability (McDonald’s ω = 0.78 , 0.86 , 0.87 , 8 7 , respectively). Rash analysis also confirms that, for each subscale, the rating scale functioning was consistent with the item difficulty and person measures. The TAIP also demonstrates adequate convergent and criterion-related validity, as well as measurement invariance with respect to gender. The ATAIP also demonstrates good reliability (McDonald’s ω = 0.84 ), a well-functioning rating scale, and sufficient criterion-related validity. Additionally, it exhibits measurement invariance with respect to gender. Overall, the study supports that both the TAIP and ATAIP scales are reliable instruments for measuring students’ test anxiety in an undergraduate physics course. Implications for physics instruction at the university introductory level are briefly discussed.
Published by the American Physical Society 2024
... Students with positive beliefs about their abilities have better academic performance and, conversely, students who have negative judgments about their abilities, in other words, have low selfefficacy, have poor motivation and poor academic performance (Reid et al., 2018). Also, has been observed a positive relationship between self-efficacy and hope in individuals (Feldman & Kubota, 2015). Hope is the process by which people set goals, create strategies and motivation to achieve those goals and maintain them along the way (Snyder, 1994(Snyder, , 2005. ...
Introduction & Objective: Positive psychology and positivist education have been considered in psychological research in recent decades as well as in various institutions such as schools and organizations and its beneficial effects have been confirmed. In this study, researchers sought to investigate the effectiveness of positive education on academic well-being, academic self-efficacy and academic Hope of students.
Method: The method of this research is quasi-experimental (pre-test, post-test and follow-up) with a control group. The statistical population of the study was all students of Zanjan Farhangian university in the academic year 2020-21 that 60 of them were selected by purposive sampling method and randomly assigned to the control and experimental groups (thirty people in each group). Research instruments included the Academic Well-Being Questionnaire (AWBQ), the Academic Self-Efficacy Scale, and the Academic Hope Scale. The experimental group received 8 sessions of 90-minute positive education (two sessions per week) for two months and the control group did not receive any intervention during this period. Data were analyzed using analysis of covariance and SPSS-23 software.
Results: The results showed that positive education had a positive and significant effect on academic well-being, academic self-efficacy and academic hope and these effects were maintained in two months after the intervention (in the follow-up phase) (p <0.05).
Conclusion: Based on the findings, it can be concluded that positive education by emphasizing constructs such as appreciation, meaning, purposefulness, hope, self-esteem, optimism, forgiveness and happiness can be effective in increasing positive psychological states and capital. Therefore, since one of the goals of positive psychology is to create capable institutions. It is recommended that universities play a role in increasing students' academic well-being by applying positive education approaches as well as strengthening their academic self-efficacy and academic hope.
... According to the literature, ASE and AM contribute positively to academic achievement at university. [5][6][7] In fact, higher ASE and AM can encourage students to make better use of the educational environment and thus boost their academic performance. [8,9] Self-efficacy is the ability by which an individual organizes and coordinates his or her skills to cope with the needs and situations encountered, and it is an individual's belief in his or her ability to succeed in a task. ...
BACKGROUND
Improving academic performance and achievement in students depends on many factors. Two important factors to achieve the above goals are creating academic self-efficacy and motivation in students. This study was conducted to determine the impact of academic skills training on academic self-efficacy and motivation in nursing and midwifery students at Zahedan University of Medical Sciences.
MATERIALS AND METHODS
This quasi-experimental study was performed on 120 nursing and midwifery students in 2022. Students were selected through convenience sampling and then randomized into the intervention ( N = 60) and control ( N = 60) groups. Data collection tools included a demographic form and a self-efficacy and motivation academic scale. For students in the intervention group, first completed the demographic form and the self-efficacy and motivation academic scale. Then, they attended eight 90-minute sessions of academic skills training held two sessions weekly for 4 weeks online. Again, students completed scales at baseline as well as 4 weeks after the sessions were finished. For students in the control group, however, did not receive any intervention. Data were analyzed in Statistical Package for the Social Sciences (SPSS) software.
RESULTS
The mean scores in academic self-efficacy and motivation showed no significant difference between the intervention and control groups before the intervention ( P > 0.05). While 4 weeks after the implementation of academic skills training, the two groups were significantly different between the mean self-efficacy and motivation ( P < 0.001).
CONCLUSION
To have motivated and successful students in the field of education, it is necessary for decision-makers to increase self-efficacy and motivation in students through appropriate planning in the field of holding meetings to teach academic skills and provide the basis for students’ academic achievement.
... This contrasts with participants in the control condition, whose hope decreased during the study. In university students, hope has been shown to be a robust predictor of better academic performance, higher graduate rates, and greater probability general goal accomplishment (Feldman & Kubota, 2015;Feldman et al., 2009;Snyder et al., 2002). Although interventions exist to nurture hope (e.g., Cheavens et al., 2006; Journal of Religion and Health & Dreher, 2012), the Examen-based practice's very brief, daily nature may offer a more flexible approach than longer sessions. ...
This is a randomized controlled trial of an Examen-based practice, an intervention reflecting a five-step daily reflection and prayer practice developed by St. Ignatius of Loyola, founder of the Catholic Jesuit order. Like other practices (e.g., mindfulness, yoga), this practice can be used as a spiritual or secular intervention to help people with a variety of challenges and stressors. In this exploratory study, 57 university students were randomly assigned to a two-week daily Examen-based condition, while 58 students were assigned to a wait-list control condition. Questionnaires measuring hope, life meaning, satisfaction with life, mindfulness, compassion, stress, anxiety, and depression were administered pre- and post-intervention and subsequently at two-week follow-up. Significant differences were found for conditions on the measures of life meaning, satisfaction with life, and hope, suggesting that the Examen-based practice produces improvements in individuals’ global evaluations of their lives as well as their perceptions of the future. Suggestions for further research are offered.
... Above others, self-efficacy, or one's confidence in their capacity to succeed academically, determines their level of effort and perseverance in the face of challenges (Bandura, 2006). The more confident students feel about their abilities, the more likely they are to succeed academically (Caprara et al., 2011;Feldman & Kubota, 2015). Additionally, academic motivation, including intrinsic motivation driven by personal or genuine interest in the learning process and extrinsic motivation derived from external rewards or driven by goals like good grades, influences students' active participation and perseverance in their studies when things get tough (Ryan & Deci, 2020;Saeed & Zyngier, 2012). ...
This study investigated the link between identity processing styles, educational background, and psychological factors among engineering students in Kenyan TVET institutions in the Nyanza region. The research employs cluster analysis to identify student groups based on these variables. A total of 450 students from 15 public TVET institutions within the Nyanza region of Kenya comprised the study population. This pilot study included 110 students with ages ranging from 18 to 35 years. Data were collected by a self-administered online questionnaire. Based on cluster analysis, three groups of students were identified. The result revealed that 53.6% of the sample consisted of students with both diffuse-avoidant and normative identities; they were prone to academic procrastination and smartphone addiction and still possessed relatively higher levels of self-efficacy, life satisfaction, and academic performance/motivation. The second cluster included students with the highest level of informational identity (38.2%), good academic achievement, self-efficacy, optimism and life satisfaction, and motivation to learn. The third cluster consisted of students with low professional identity with poor academic performance and motivation, self-efficacy, and satisfaction with life (18.2%). The study’s findings can inform the development of targeted interventions to enhance student success and contribute to the effectiveness of vocational training programs.
... Thus, "others are better than oneself " may be seen by the high optimist as temporary, or better than oneself in only one aspect (Endo, 2007;Liu et al., 2017). According to the Extended-Construct Theory of Positive Emotions, positive emotions construct and enhance personal resources (Fredrickson, 2001;Xu and Chen, 2023;Yang et al., 2024), and relevant studies have confirmed that people with high levels of optimism have more psychological resources, such as hope, self-efficacy, and psychological resilience (D'Souza et al., 2023;D'Souza et al., 2020;Feldman and Kubota, 2015;Lamont et al., 2019). Resource Conservation Theory, on the other hand, suggests that individuals with more resources are better able to cope with stress and are happier and more joyful (Doane et al., 2012;Hobfoll et al., 1990;Merino et al., 2019), and that happier and more joyful people are better able to strategically comprehend socially comparative information (Alfasi, 2019;Kim et al., 2016;Lyubomirsky and Ross, 1997;Lyubomirsky et al., 2001). ...
Parents’ social comparison is a common phenomenon that occurs in China. It refers to the behavior of parents imagining other people’s children as an excellent role model without shortcomings and comparing their own children with them. This behavior may affect their child’s mood. The purpose of this study was to explore the impact of parents’ social comparison on adolescents’ self-esteem through the mediating role of upward social comparison, and to explore the moderating role of optimism in upward social comparison and self-esteem. Parents’ social comparison questionnaire, upward social comparison questionnaire, self-esteem questionnaire and life orientation questionnaire were distributed through online questionnaires, and 576 valid questionnaires were received. The results of the study found that upward social comparison plays a partial mediating role in the negative impact of parents’ social comparison on self-esteem, and optimism plays a moderating role in the impact of upward social comparison on self-esteem. This study illustrates the harmful effects of parents’ social comparison on adolescent mental health, but this harm can be mitigated through the teaching of optimism. This study shows that parents’ social comparison is not advisable, and attention should be paid to maintaining the optimistic attitude of teenagers to ensure their healthy growth.
... The analysis of data are consistent with other studies in the literature concerning the correlation between motor skills and learning in school (Piek et al., 2008;Kwak et al., 2009;Magistro et al., 2015;Pesce & Ben-Soussan, 2016;Schmidt et al., 2017;Singh et al., 2019), in order to facilitate the statistical analysis of the data, it refers to GPA, Grade Point Average Scores (Feldman & Kubota, 2015;Batez et al., 2021). The summarised assessment levels were coded as follows: ...
Several studies in recent decades have investigated the relationship between physical activity and learning, emphasising the role of corporeality as an effective tool for embodying knowledge, as well as skills, motor skills, and life. The aim of this exploratory study is to analyse and interpret the correlations existing between motor competence and school performance in all the disciplines included in the curriculum of primary school. Through non-probability sampling, a sample of 120 Italian children aged 6–10 years was involved. The TGMD-3 test was used to assess gross motor competence, while academic achievement was assessed based on the children’s GPA (grade point average) evaluation. Additional information on extracurricular sports practice was acquired through a questionnaire completed by parents. The Spearman correlation conducted between the children’s TGMD-3 scores (Gross Motor Index, Locomotion, and Ball scaled scores) and the academic achievement showed weak intensity and no statistical significance. In the analysis by sex, only weak and non-significant correlations, mostly of a negative type, were revealed in the group of males. In the group of females, on the other hand, positive, mostly moderate, and statistically significant correlations emerged between GMI and the scaled Ball scores with the learning assessments, except for Physical Education. The results suggest the need to expand studies investigating the quantity and quality of physical education and sports in the formal school context to understand whether, in sharing the educational project, it can promote better school performance and, more generally, more harmonious development of cognitive, motor, and social skills.
... Research demonstrates that higher hope is a robust predictor of goal accomplishment among college students (Feldman et al., 2009). Higher hope also is consistently linked with better school outcomes (Feldman and Kubota, 2015;Ge et al., 2023;Rand et al., 2011;Rubens et al., 2020). The cognitive nature of Hope Theory involves individuals' beliefs in their capacity to generate routes to goals (i.e., pathways) and motivate themselves to pursue those goals (i.e., agency). ...
For university students, who are often under significant stress to perform well, sleep is particularly important, playing roles in learning and academic performance. Research demonstrates a relationship between hope and sleep quality. However, most work concerns Western samples, and the hope construct has been criticized for a Western bias. No research investigates sleep quality’s relationship to “negotiable fate,” a construct more relevant to Asian cultures. Whereas hope involves the individualistic expectancy that goals are achievable through personal action, negotiable fate involves the more collectivist-informed belief that control can be exercised over goals within limits of fate (family, community, society, other external factors). We investigated the relationship of hope and negotiable fate with sleep quality in 160 university students in Hong Kong, administering measures of hope, negotiable fate, sleep quality, depression, anxiety, stress, and life satisfaction. Lower hope was associated with poorer self-reported sleep quality. In addition, consistent with past research, mental health variables (particularly stress) accounted for significant variance in this relationship. Negotiable fate, however, did not relate to sleep quality.
... Self-efficacy refers to an individual's strong belief that he or she is capable of coping with various pressures and challenges [29]. Strong self-efficacy contributes to a more positive life, higher achievement, social skills and mental health [30][31][32]. When learning burnout occurs, medical students will have a negative attitude towards learning tasks, which will affect their cognition of their ability to cope with various problems and challenges, and ultimately lead to a decline in self-efficacy [33][34][35]. ...
Background
The empathy of rural-oriented tuition-waived medical students (RTMSs) is closely related to the construction of good doctor-patient relationship and the quality of rural medical and health services. The purpose of this study is not only to explore the relationship between self-efficacy, learning burnout, willingness to fulfill the contract and empathy, but also to explore the mediating role of self-efficacy between learning burnout and empathy, and between willingness to fulfill the contract and empathy.
Methods
Four hundred ninety-five rural-oriented tuition-waived medical students from 3 medical universities in Shandong Province were selected as research subjects, and General self-efficacy scale (GSES), Learning burnout of university student (LBUS), Willingness to fulfill the contract scale and Jefferson Scale of Physician Empathy-student version (JSPE-S) were used to investigate. SPSS 25.0 and AMOS 24.0 were used for statistical analysis and path analysis of the data.
Results
The willingness to fulfill the contract of rural-oriented tuition-waived medical students has a direct positive impact on self-efficacy (β = 0.11, P < 0.05) and empathy (β = 0.27, P < 0.001), and a significant direct negative impact on learning burnout (β = -0.25, P < 0.001). Learning burnout has a significant direct negative impact on self-efficacy (β = -0.34, P < 0.001), while self-efficacy has a significant direct positive impact on empathy (β = 0.22, P < 0.001). Learning burnout has no direct impact on empathy (β = -0.09, P = 0.109). Self-efficacy has a significant mediating effect between willingness to fulfill the contract and empathy (95% CI: 0.02–0.41), and also has a significant mediating effect between learning burnout and empathy [95% CI: -0.41- (-0.11)]. Learning burnout has no mediating effect between willingness to fulfill the contract and empathy (95% CI: -0.02–0.42).
Conclusion
This study found that learning burnout and willingness to fulfill the contract are important factors affecting rural-oriented tuition-waived medical students’ empathy, both of which can influence empathy through the mediating role of self-efficacy. This provides positive suggestions for medical colleges to improve the empathy of students, which is of great practical significance for continuously improving the service quality of general practitioners and ultimately realizing the development of high-quality rural medical and health undertakings. In addition, it also provides an important theoretical reference for the formulation of empathy intervention measures and broadens the direction of rural-oriented tuition-waived medical students’ research in the future.
... Many researchers identify a relationship between self-efficacy and academic performance, where students with high self-efficacy tend to have high academic performance as well (Feldman & Kubota, 2015;Grigg et al., 2018;Herlina et al., 2022;Honicke & Broadbent, 2016;Suherman et al., 2018;Yanisa et al., 2022). Students with high self-efficacy tend to set high academic targets (Jayanthi et al., 2014), spend more time learning, and enjoy the learning process more than other students (Hakyemez & Mardikyan, 2021). ...
This research analyzes the role of self-efficacy in enhancing metacognitive and academic performance of students through problem-solving as learning process. Researchers research some students from senior high school in Malang. This research uses mixed methods with surveys, interviews, and analysis of students’ learning outcomes. At the first meeting, students were asked to fill survey about the dimensions of self-efficacy, which are magnitude, strength, and generality. Moreover, researchers interviewed students to explore their metacognitive activities that they do, such as awareness, regulation, and evaluation. After that, researchers analyze their learning outcomes to determine their academic performance. This research result shows that students with a high dimension of self-efficacy tend to show better metacognitive activity than the other. Furthermore, students with a high dimension of self-efficacy tend to show better academic performance than others.
... Studies have shown that high TEI is positively associated with hope, a cognitive-motivational construct that drives goal-oriented behaviors (Snyder et al., 2002). Hope, in turn, serves as a buffer against the adverse effects of stress and burnout by promoting resilience and sustained motivation (Feldman & Kubota, 2015). Burnout, characterized by emotional exhaustion, cynicism, and reduced e cacy (Maslach & Leiter, 2016), often results from prolonged exposure to academic stressors. ...
This study explores the relationship between the classroom environment (CE), trait emotional intelligence (TEI), hope, and burnout among 425 Chinese vocational college students. Data were collected using the Classroom Environment Scale, the Adult Dispositional Hope Scale (ADHS), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), and burnout measures. The results revealed significant associations between TEI, hope, and burnout, with CE playing a pivotal role in influencing hope and burnout levels. These findings offer important insights for educators and policymakers. By fostering a supportive and emotionally engaging classroom environment, educators can enhance students' emotional intelligence, cultivate hope, and mitigate academic burnout. The results underscores the necessity for teacher training programs that emphasize the development of emotional and social competencies to improve classroom dynamics and student success.
... Self-efficacy and hope are considered potential mediators that may strengthen this relationship, as both hope and self-efficacy involve expectations related to achieving desired outcomes (Bilgiç et al., 2017). Hope focuses on expectations related to goal achievement, while self-efficacy emphasizes expectations of behavioral performance (Feldman & Kubota, 2015). Literature consistently shows a positive relationship between hope and self-efficacy (Taytaş & Kardaş, 2022). ...
Teachers’ job satisfaction is a fundamental factor shaping school effectiveness and productivity. Therefore, identifying the psychological factors that influence job satisfaction is crucial in efforts to enhance teachers’ job satisfaction. In this study, we aimed to reveal the multiple mediating roles of self-efficacy and hope in the relationship between teachers' spiritual well-being and job satisfaction. To achieve this aim, we tested our theoretical model with data collected from 356 teachers. The findings suggest that teachers’ hope, and self-efficacy partially mediate the relationship between their spiritual well-being and job satisfaction. These results indicate that teachers’ levels of spiritual well-being play an effective role in enhancing job satisfaction via psychological resources such as self-efficacy and hope. In this context, educational leaders should consider teachers’ spiritual and psychological needs, organize school environments accordingly, and foster a positive institutional culture.
... Despite these limitations, the current study provides important insight into the role of optimistic expectations in academic success. While most previous studies addressing optimism in higher education were cross-sectional (Eshel et al., 2021;Feldman & Kubota, 2015;Miranda & Cruz, 2022), the current study identified prospective associations between students' expectations of future success and their actual academic performance. Moreover, by focusing our investigation on freshmen students, this study identifies the specific challenges facing this vulnerable student population and may assist in developing interventions for minimizing such as psychology and business. ...
Previous studies have shown that a significant proportion of first-year students tend to maintain favorable self-assessments regarding future performance, displaying a pronounced optimism. This longitudinal study examined how expectations of future performance among freshman students are associated with their actual end-of-degree achievements. Based on the investment theory, we also examined the moderating role of the personality trait of conscientiousness in this relationship. Expectations of future performance at the end-of-first year and conscientiousness levels of 115 freshman students were assessed as predictors of their average academic score at the end-of-the degree. Multiple hierarchical regressions demonstrated that after controlling for high school scores, students who expected better end-of-first-year grades achieved actual better scores at graduation than those who provided lower estimates of their achievements. Results also showed that conscientiousness moderated the expectation-performance relationship, so that it was stronger for students with higher expectations than for students with lower ones. Higher levels of conscientiousness were more beneficial for optimistic students than students with pessimistic views of their performance.
... From a positive psychological perspective, hope has been defined as the practice of conceptualizing goals or aspirations and developing methods or strategies to reach them (pathways) or sustaining the motivation to achieve those goals (agency) (Snyder et al., 2003). Within the higher education sector, hope has been shown to be associated with better academic achievement (Feldman & Kubota, 2015;Gallagher et al., 2017), subjective well-being (Satici, 2016;Selvaraj & Bhat, 2018), and lower levels of depression (Z. Li et al., 2018). ...
... Consequently, it has been observed that successful mathematics students generally exhibit higher levels of self-confidence compared to their counterparts (Hackett, 1985;Hackett & Betz, 1989;Honicke & Broadbent, 2016;Hosein & Harle, 2018;Pajares & Miller, 1994). Furthermore, a noteworthy finding is that heightened self-confidence in mathematics not only correlates with increased mathematics achievement but also serves to mitigate math anxiety, a factor known to impact overall success in mathematics (Feldman & Kubota, 2015;Klassen, 2004;Kvedere, 2014). ...
The aim of the study was to analyze the psychometric properties of the Arabic version of the Math Confidence Rating Scale (MCS), using Item Response Theory (IRT) and Exploratory Factor Analysis (EFA). The participants were (315) from Imam Mouhammad Ibn Saud Islamic University; They are distributed into (92) female and (223) male, selected through a convenience sampling. The EFA models indicated that the one-dimensional structure better represents the data, and the pairs of items were considered locally independent, IRT findings indicate that all items had a very high discrimination parameter and all items had acceptable threshold parameters, And that MCS is more informative for mid-level ability of Math confidence. The MCS in Arabic has adequate psychometric properties to be used as a short measure of Math confidence.
... Yapılan pek çok araştırma öz-yeterlik algısının farklı gelişim düzeylerinde öğrencilerin hedef belirleme, çaba, strateji kullanımı ve akademik performans üzerinde çok önemli bir role sahip olduğunu göstermektedir (Alivernini ve Lucidi, 2011;Linenbrink ve Pintrich, 2003;Multon, Brown ve Lent, 1991;Pajares ve Miller, 1994;Pintrich ve De Groot, 1990;Zimmerman, Bandura ve Martinez-Pons, 1992). Alanyazında yapılan araştırmalar öz-yeterlik algısının başarıyı etkilediğini (Honicke and Broadbent, 2016;Zimmerman, 1995, Suk Hwang ve Vrangistinos, 2002Hampton and Mason, 2003;Alcı, Erden ve Baykal, 2008), öz-yeterlik algısının akademik başarının anlamlı yordayıcılarından birisi olduğunu (Komarraju and Nadler, 2013;Feldman and Kubota, 2015;Zuffianò, Alessandri, Gerbino, Kanacri, Di Giunta, Milioni and Caprara, 2013) Literatürde meslek seçiminde etkili olan faktörler; geniş iş olanakları, yüksek kazanç (Yayla ve Cengiz, 2005) mesleki bilgi ve beceri, yüksek kazanç ve sorumluluk beklentisi, statü beklentisi, aile ve eğitim çevresi, mesleğin yapısal özellikleri (Ensari ve diğerleri, 2017), iş ortamında esneklik (Gürbüz, 2015), "maddi kazanç sağlama", "yardımlaşma imkanı sunma", "Sosyal statü sağlama", "Kariyer olanağı sunma", "Güvence sağlama" ve "Zamanı etkili kullanma" (Şahin ve diğerleri, 2024), mesleğin rahatlığı, maddi imkanların iyi olması, manevi değeri (Murat ve diğerleri, 2010) (Taylor ve Betz, 1983). Bu durum bireyin istihdam edilebilme eğilimlerini algılayabilme becerisinin karşılığı olarak değerlendirilmektedir (Kalafat, 2012(Kalafat, , 2014Rottinghaus ve diğerleri, 2012Rottinghaus ve diğerleri, , 2005. ...
Öğrencileri STEM kariyerine yönlendirmek küresel refahı geliştirmede kritik önem arz
etmekte, bu durum STEM kariyerini etkileyen faktörlerin bilinmesini gerekli kılmaktadır.
Karma yöntem araştırması olan bu çalışmanın nicel bölümünde STEM tutumu ve kariyerine etkileyen değişkenler sosyal ağ analizi gibi veri madenciliği yöntemleri ile zenginleştirilmiş ve
yeni değişkenlerin diziliminde ortaya çıkan fenomenler belirlenmiştir. Bu fenomenleri
barındıran öğrenciler nitel analiz amacı ile seçilmiş, yapılan bir gömülü teori çalışması
sonucunda fenomenlerin altında yatan kök sebepler belirlenmiştir. Ortaokul 5,6,7 ve
8.sınıflarından 535 öğrencinin katılımı ile gerçekleştirilen bu araştırmada Holland teorisine dayanan Kısa Küre Envanteri ve STEM’e Karşı Tutum envanterinin yanı sıra, öğrencilerin deneme sınavı puanları ile O*Net veri tabanı STEM meslekleri endeksi veri toplama aracı olarak kullanılmıştır. Araştırma nicel analiz boyutunda geniş örneklemlerde sosyal fenomenlerin belirlenmesine yönelik olarak denetimli öğrenme temelli olasılıksal Bayesyan bir ağ modelinin oluşturulabileceğini göstermenin yanı sıra, fenomene bağlı seçilen örneklemde yürütülen bir gömülü teori çalışmasında bu fenomenleri açıklayabilmiştir. Araştırma sonucunda STEM kariyer kararına etki eden değişkenler kariyer algısı, öz düzenleme, çevresel etki ve STEM meslekleri hakkında bilgi olmak üzere dört tema şeklinde ortaya çıkmıştır.
Araştırmamızın bulguları özellikle ‘öz yeterlik’ ve ‘öz düzenleme’ faktörleri ve ‘çevresel etki’ bağlamında Holland tipolojisine göre mesleki eğilimleri Bandura’nın sosyal öğrenme kuramına dayanan sosyal bilişsel kariyer teorisine bağlayarak bir köprü oluşturmaktadır. Araştırma sonunda ortaya konulan “STEM Kariyer Karar Modeli” ile STEM meslekleri açısından yaşanan iş gücü sorunun çözümünde bir karar destek sistemi olarak kullanılabileceği düşünülmektedir.
Guiding students towards STEM careers is critical in improving global prosperity,
which makes it necessary to know the factors affecting STEM careers. In the quantitative part of this study, which is a mixed method research, the variables affecting STEM attitudes and careers were enriched with data mining methods such as social network analysis and phenomena emerging in the sequence of new variables were identified. The students who harbor these phenomena were selected for qualitative analysis, and the root causes underlying the phenomena were determined as a result of a grounded theory study. In this study, which was conducted with the participation of 535 students from the 5th, 6th, 7th and 8th grades of middle
school, the Short Sphere Inventory and Attitude Towards STEM inventory based on Holland theory, as well as the students' mock exam scores and the O*Net database STEM professions index were used as data collection tools. In addition to showing that a supervised learning-based probabilistic Bayesian network model can be created to social phenomena in large samples in the quantitative analysis dimension, the research was able to explain these phenomena in a grounded theory study conducted in the selected sample depending on the phenomenon. As a result of the research, four themes emerged: career perception, self-regulation, environmental impact and knowledge about STEM professions. Our research findings, especially in the context of 'self-efficacy' and 'self-regulation' factors and 'environmental impact', form a bridge by linking vocational tendencies according to Holland typology to social cognitive career theory based on Bandura's social learning theory. The ‘STEM Career Decision Model’ proposed at the end of the research can be used as a decision support system to solve the workforce problem in STEM professions.
... . (Snyder, et al., 1991 Research suggests hope and optimism are important predictors of academic performance and psychological well-being. For example, hope predicts better academic performance, even when controlling for intelligence and previous academic achievement (Feldman & Kubota, 2015;Rand, 2009;Rand, Martin, & Shea, 2011;Snyder et al., 2002). Higher hope also predicts better psychological wellbeing (Irving, Crenshaw, Snyder, Francis, & Gentry, 1990;Kwon, 2002) Rand, K. L., Shanahan, M. L., Fischer, I. C., & Fortney, S. K. (Schunk,1991,Bandura, 1997, Riahi, 2015,Narayanan & Onn, 2016, Vera et al., 2018, Zyl et al.,2022 (Bandura.,1995, ...
... However, hope as an emotion plays an important role in various situations. The emotion may lead one to design ways to achieve their goals (10). ...
Since the majority of hope-related instruments constructed so far assessed the general concept of hope in life, developing the academic hope scale can provide valuable information in academic fields. The present study aimed at developing and validating of academic hope scale in student samples at schools and universities. This scale consisted of 27 items which extracted from the results of interviews with high school and university students and based on the theoretical foundations of Snyder’s (1994) and Pekrun’s theories (2006). The psychometric properties of this scale were examined in two studies. 241 high school students and 566 bachelor’s students are selected through the multi-stage random cluster sampling method in the first and second studies, respectively. The results of the exploratory factor analysis in the first study in which principal component analysis (PC) was used, showed that there were 4 components of academic hope, namely hope to gain opportunities, hope to gain life skills, hope in school’s usefulness, and hope to gain competency. In the second study, the results of the confirmatory factor analysis confirmed the existence of the 4 components of academic hope. The Cronbach's alpha coefficients in the first and second studies showed high levels of scale reliability. In general, the results indicated that the AcHS had appropriate reliability and validity in both school and university populations and could be used as a useful tool for measuring academic hope in various academic groups.
... Several instruments have been developed to determine the condition of self-efficacy. Research by (Feldman & Kubota, 2015)used an instrument to test self-efficacy using the GSES (General Self-Efficacy Scale) with 10 items in it. GSES is a general self-efficacy scale developed by (Schwarzer & Jerusalem, 2010).The Physics Self-efficacy Questionnaire -General Academic Self-Efficacy Scale (GASE) (Nielsen et al., 2018)was analyzed using Rasch model, with data from 1018 Danish university students (psychological and technical), with a focus on gender invariance and score adequacy. ...
Academic self-efficacy is part of social cognitive theory. Academic self-efficacy is an individual's belief in the ability to do a task for achieving optimal goals. The evolution of several developments of self-efficacy instruments found in Indonesia and foreign. But, the limitation of the academic self-efficacy instrument for adolescents encourages the researcher to develop the Adolescents’ Academic Self-efficacy Instrument (AASEI).Therefore, this study aims to develop the Adolescents’ Academic Self-Efficacy Instrument (AASEI) using the RASCH measurement model. The participants in this study were 656 high school seniors aged 15-18 years. The results revealed that the Adolescents’ Academic Self-efficacy Instrument (AASEI) had a good person reliability score (0.86), excellent item reliability (0.99), and a very good Cronbach's Alpha score (0.88). The results of the Rasch analysis revealed that 42 instrument items of Adolescents’Academic Self-Efficacy Instrument fulfill the requirements and can be used to measure adolescent academic self-efficacy in Indonesia.
... The current study focused on whether the quantity and quality of retrieval practice attempts via practice quizzes could predict final course grades across a sample of undergraduate students. Past studies have found that individual differences (in variables such as intelligence, motivation, conscientiousness, and self-efficacy) predict academic success (e.g., Farsides & Woodfield, 2003;Feldman & Kubota, 2015;O'Connor & Paunonen, 2007;Steinmayer & Spinath, 2009;Vedel, 2014;Zuffianò et al., 2013). For example, in one meta-analysis including 17,717 participants and 21 correlations between Big Five personality dimensions and grade point average found that conscientiousness was the most predictive of academic success (Vedel, 2014). ...
There is a growing body of work on the application of cognitive learning principles to course design and instruction. Retrieval practice is one such principle. In this study, we investigated the application of retrieval practice into the course design of an online, asynchronous course. Specifically, we investigated whether the frequency and accuracy of students’ retrieval practice was predictive of their final course grade, a measure of their academic success in the course. Both students’ performance on the practice quizzes and the number of times they attempted these formative assessments were predictive of their final course grade. Our findings suggest that both the frequency and accuracy of retrieval practice attempts influences students’ ultimate achievement in the course. These findings have important implications for course design and instruction, specifically the importance of encouraging students to regularly engage in retrieval practice with high accuracy.
... However, it is evident that the use of learning strategies facilitates the acquisition of knowledge and competencies, thereby ensuring successful academic performance (Castejón et al., 2016). Specifically, Becerra-González & Reidl (2015) and Feldman & Kubota (2015) concluded that as students progressed through courses, they utilized fewer learning strategies. This reality is a consequence of a high development of these strategies at the beginning of the university period, meaning a greater use of learning strategies to pass the entrance exams to Higher Education and adapt to new university teaching methods. ...
Learning strategies are actions and cognitive processes that enable self-control and mastery of content by the learner. Therefore, strategies in higher education are a determining factor in achieving good academic performance. The present study aims to define the learning strategies in university students according to some factors, as well as to determine the existing relationships between the course and academic performance. A descriptive, cross- sectional and ex post facto study was carried out with a national sample of 2736 students. The IBM SPSS® 23.0 software is used for data analysis. As results, it was observed that scholarship students obtained a higher value in learning strategies, using the Motivation and Learning Strategies Scale—Short Form (MLSQ-SF). Likewise, in the face-to-face mode there is a better development in the value of the task and anxiety, while in the online mode a higher value has been obtained in the strategies of content development, meta-cognition and self-regulation of effort, being these last two are the same for blended learning. Finally, an inverse relationship was obtained between age and grade with learning strategies.
... Self-efficacy is the belief that one's actions will produce the desired results. People with greater levels of hope have a strong aptitude for maintaining motivation to set and achieve goals (Feldman & Kubota, 2015). Social cognitive theory is applied to recognized the significance understanding of self-efficacy as a key predictor of job performance and attitudes (Judge & Bono, 2001;Luthans & Stajkovic, 1998) promoting personal well-being (Dace et al., 2020). ...
The research investigates the impact of psychological capital and extrinsic motivation on employee productivity in Malaysia's SME manufacturing industry. Based on a cross-sectional research design, quantitative and descriptive approaches were used. Moreover, a self-administered questionnaire was utilized to collect data from 299 Malaysian managers of manufacturing SMEs. Social Cognitive Theory provides a conceptual framework as well as an explanation of how variables interact. Moreover, to satisfy the assumptions, preliminary investigations were conducted, allowing us to investigate the data using SPSS Version 26 and Smart PLS Version 3. Present research found a significant and favorable association between variables.
... Self-efficacy is the belief that one's actions will produce the desired results. People with greater levels of hope have a strong aptitude for maintaining motivation to set and achieve goals (Feldman & Kubota, 2015). Social cognitive theory is applied to recognized the significance understanding of self-efficacy as a key predictor of job performance and attitudes (Judge & Bono, 2001;Luthans & Stajkovic, 1998) promoting personal well-being (Dace et al., 2020). ...
Present research aimed to address factors influencing employee productivity in Malaysia SMEs manufacturing. The decline in employee productivity could impact country GDP negatively. Present research examined the impact of psychological capital and intrinsic 1930 motivation on employee productivity, in the Malaysia Small and Medium (SMEs) manufacturing sector. Quantitative and descriptive techniques were adopted based on a cross-sectional research design. A self-administered questionnaire was used to collect data from 309 managers of manufacturing SMEs in Malaysia. Social Cognitive Theory provides a conceptual framework as well as an explanation of the relationship between variables. Preliminary studies were carried out to satisfy the assumptions, allowing us to examine the data using SPSS Version 26 and Smart PLS Version 3. Present research found a significant and positive relationship between psychological capital and employee productivity. In addition, this research also found Intrinsic motivation mediates the relationship between psychological capital and employee productivity. The research findings will provide valuable information for manager and policy makers in order to boost employee productivity in Malaysia SME manufacturing. The paper also discussed limitation of the research; some suggestion for future research.
... School grades are constantly used in awarding awards or determining admission to another school or a master's degree, even as an acceptable estimate for employment (Clark, 1964). GPA, which is one of the most important indicators of university success, potentially affects career prospects in the long run (Feldman & Kubota, 2015). With the widespread use of technology, GPAs are considered a variable in research on technology use. ...
The aim of this study extends the structural models in the existing literature to understand the role of multiple screen addictions (MSA) in the process while considering the relationships between goal orientation, GPA, and autonomous learning as predictors of online engagement. This study used a relational screening model to explore relations among variables. The participants of the study are 375 university students. Demographic form and different scales were applied. According to the findings of the study, there is a positive relationship between online engagement, intrinsic motivation and autonomous learning. There is a negative relationship between the participants’ autonomous learning and multiple-screen addiction. the relationship between extrinsic- intrinsic motivated strategies for learning, grade point average (GPA) and engagement. These research findings can guide the support of online engagement behaviors.
... While confirmatory work is needed to extend the preliminary findings, incorporating a strengths-based approach in teaching may have a significant impact on students' self-efficacy, which is beneficial for all students, particularly marginalized students who tend to have lower academic self-efficacy [28,51]. Self-efficacy has been shown to be a critical predictor of academic achievement, psychological well-being, and even willingness to address social issues [1,14,20,21,34,39]. Thus, the strengths-based teaching approach has the potential to serve as an inclusive higher education teaching practice, improving students' outlook on their futures. ...
A deficit-based approach to teaching is widely embedded in higher education. Such an approach emphasizes what is wrong and does not allow for a comprehensive view of students. To counteract this negative approach, higher education teachers may employ strengths-based practices, which bring one’s strengths and resources to light, enabling a holistic understanding of self and students. Existing literature supports the positive effects of strengths-based teaching practices on college students, including their self-efficacy, which is crucial to their development. As such, this study sought to add empirical evidence for the relationships between strengths-based teaching in higher education and college students’ general, strengths, and academic self-efficacy (N = 268). Correlational analyses revealed statistically significant, moderate positive relationships between a strengths-based teaching practice and college students’ general, strengths, and academic self-efficacy. These findings offered insights into higher education teaching practices. Specifically, it may benefit higher education teachers to employ a strengths-based teaching approach as an inclusive practice to serve all college students. However, given the limitations of the current study, additional empirical research on strengths-based teaching practices is recommended.
... Saha et al. (2010) reveal that high levels of self-efficacy and peer relationships positively affect life satisfaction. However, in another study, it was observed that self-efficacy reduces anxiety and increases psychological resilience (Park, 2011), and that adolescents with high self-efficacy are more successful academically, and as a result, these adolescents have higher life satisfaction (Feldman & Kubota, 2015). ...
... Regardless of cognitive ability, individuals with high academic self-efficacy view problems as challenges, strive for high levels of success, focus on solving tasks, and view failures as a lack of knowledge rather than a lack of ability (Bandura, 1993). Academic self-efficacy is very important in educational process because it influences students' academic motivation and success (Chemers et al., 2001;Feldman & Kubota, 2015;Putwain et al., 2013). Students with higher self-efficacy are more engaged in learning, participate more, work and invest in achieving goals, and "struggle" longer with difficulties (Hsieh et al., 2007;Linnenbrink & Pintrich, 2003). ...
... Regardless of cognitive ability, individuals with high academic self-efficacy view problems as challenges, strive for high levels of success, focus on solving tasks, and view failures as a lack of knowledge rather than a lack of ability (Bandura, 1993). Academic self-efficacy is very important in educational process because it influences students' academic motivation and success (Chemers et al., 2001;Feldman & Kubota, 2015;Putwain et al., 2013). Students with higher self-efficacy are more engaged in learning, participate more, work and invest in achieving goals, and "struggle" longer with difficulties (Hsieh et al., 2007;Linnenbrink & Pintrich, 2003). ...
Academic self-efficacy (ASE) is a key concept for academic success as individuals with high ASE are, among other things, ambitious, see problems as challenges, focus on solving tasks, therefore have higher class participation and persevere in difficult tasks. Learning disabilities (LD) and ADHD have been found to be related to academic success, specifically the aspect of taking tests and demonstrating knowledge. Studies of ASE in LD and ADHD students have shown it to be lower in those populations. Most research has focused on ASE as a precursor to academic success. Therefore, we wanted to investigate the opposite, namely how prior academic experiences predict ASE. 287 Croatian students, fifty-three of whom had LD and/or ADHD, participated in the online study. ASE in the learning process and in achieving the desired learning outcomes was lower in the LD/ADHD group. Regression analysis showed that failing an exam, university and middle school grades were significant predictors for both ASE facets, with LD/ADHD diagnosis being a significant predictor only for ASE in achieving the desired learning outcome. Previous negative experiences with testing in the LD/ADHD group and overall relatively recent academic experience have a significant role in students’ ASE. Given the importance of academic self-efficacy, the practical implications of these findings point to the importance of supporting students with LD and ADHD during their education.
... Sympson (1999) defined academic hope as an individual's specific hope within the academic sphere [29]. Subsequent studies have consistently demonstrated that academic hope is a stronger predictor of educational outcomes than general hope [30,31]. However, these studies have not yet been validated for higher vocational colleges students of China, leaving room for exploration of the influence of academic hope on this specific group. ...
Perceived peer support is a critical factor in the academic adjustment of higher vocational college students. While previous studies have explored this relationship, few studies have delved into the underlying mechanisms. This study surveyed 9782 students from 35 higher vocational colleges in 13 provinces and cities in China to explore the relationship and mechanisms between perceived peer support and academic adjustment. Drawing on Conservation of Resources theory and Social Support Resource theory, the findings revealed that perceived peer support not only directly predicted the academic adjustment of higher vocational college students, but also indirectly through the independent mediating effect of academic hope and professional identity, as well as the chain-mediating effect of academic hope to professional identity. Additionally, students from vocational high schools showed a more significant increase in academic hope due to perceived peer support compared to those from general high schools, highlighting the moderating effect of educational background. The study provided a new theoretical perspective for understanding the complex mechanisms of academic adjustment in students and offers valuable guidance for educational practice, emphasizing the importance of fostering perceived peer support, academic hope, and professional identity in higher vocational education.
... Within the teaching context, hope assumes a pivotal role in shaping educators' commitment to their students and the educational process. Educators characterized by higher levels of hope tend to set ambitious objectives for their students and persist in their efforts to help them achieve these goals, contributing significantly to teachers' resilience and psychological health, thus serving as a protective mechanism against burnout (Gilman, 2001;Feldman and Kubota, 2015;Lupșa et al., 2020). ...
Objective
This cross-sectional study employs Structural Equation Modeling (SEM) to examine the relationships among psychological capital, mindfulness, and teacher burnout in a sample of 387 Chinese English as a Foreign Language (EFL) educators.
Methods
Self-reported data were analyzed to investigate the direct and indirect effects of psychological capital on teacher burnout, with mindfulness serving as a potential mediator.
Results
Our SEM analysis reveals a significant direct negative association between psychological capital and teacher burnout. Moreover, mindfulness significantly mediates the relationship between psychological capital and burnout, indicating that higher psychological capital leads to increased mindfulness, which subsequently reduces burnout.
Conclusion
This study underscores the importance of psychological capital and mindfulness in mitigating teacher burnout among Chinese EFL educators. The findings suggest that interventions targeting both psychological capital and mindfulness practices could bolster teacher well-being and foster a more positive educational environment.
... The Academic Optimism Questionnaire (AOQ) developed by S. Moran and colleagues (2013) was used to collect the data. This questionnaire consists of 28 items and three subscales, including students' trust in teachers (items 1-10), students' academic emphasis (items [11][12][13][14][15][16][17][18], and school unity (items 19-28). Arefi (2014) has confirmed the construct validity of the questionnaire, and the overall reliability of the questionnaire has been reported as 0.92 using Cronbach's alpha. ...
The important mission of education is to contribute to the all-round growth of students intellectually, behaviorally, and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and complements the intellectual and behavioral growth of students, which has attracted the attention of experts and researchers in the field of education. This research was conducted with the aim of identifying the impact of the flipped classroom teaching method on the components of academic optimism in mathematics class. The present research method was a semi-experimental design with a pretest-posttest design with one control group. The statistical population of the study included all sixth-grade students in Middle School classes in Herat City. First, through purposive sampling, 42 students were selected, and then, due to the homogeneity of the samples, they were randomly assigned to two experimental groups (21 students) and control groups (21 students). To collect the data, the Academic Optimism Questionnaire (AOQ) by Moran et al. (2013) with a reliability of 0.93 for the entire test, was used. The research hypotheses were analyzed using multivariate analysis of variance (MANOVA) in the SPSS26 software. The findings showed that the flipped classroom teaching method led to a significant increase in the academic optimism of students in the components of students’ trust in the teacher (p < 0.000), academic emphasis (p = 0.013), and school unity (p = 0.015). Therefore, the flipped classroom teaching method is considered one of the most effective methods for the development of academic optimism, and its use is recommended for middle school teachers.
... For example, Xiang et al. (2020) only tested the relationship between hope and social support without consideration of other psychosocial resources or emotional well-being indicators. This can be a problem because hope, other psychosocial resources, and emotional well-being are interrelated and share substantial similarities (e.g., Feldman & Kubota, 2015;Rand, 2009;Rand et al., 2020). The unmeasured psychosocial resources and emotional states could be common causes that confounded the observed bidirectional relationship in these studies. ...
Introduction
College transition is often regarded as the most stressful phase of life by college students. Hence, it is necessary to find ways to help them adjust more smoothly to this transition. Hope, as conceptualized by C. R. Snyder, has been widely studied as a predictor of optimal functioning and has been shown to be associated with better adjustment among college students. This study aimed to shed light on the role of hope in college transition by examining its unique reciprocal relationships with an array of important psychosocial resources and emotional well‐being among first‐year college students.
Methods
Data were collected from a sample of Hong Kong college freshmen (N = 433, Medianage = 18 years old, 63.7% female) at two time points. At each time point, participants completed self‐reported measures tapping into their levels of hope, psychosocial resources, and emotional well‐being. Psychological resources included general and academic self‐efficacy, meaning in life, and optimism. Social resources included secure attachment, perceived school environment, and social support. Emotional well‐being was operationalized as positive and negative emotions. Cross‐lagged panel models were constructed and tested by path analyses.
Results
When autoregression and the effects of other variables were controlled, a greater sense of hope uniquely predicted higher levels of general and academic self‐efficacy, greater presence of life meanings, more secure attachment, and more positive and fewer negative emotions. On the other hand, higher levels of meaning in life (both presence and search) and social support uniquely predicted greater hope. Academic hope and presence of life meanings reciprocally predicted one another, whereas other significant cross‐lagged relationships were unidirectional.
Conclusions
The findings suggest interventions that promote hope can be useful in helping college freshmen adjust to the new college environment by enhancing their psychosocial resources and emotional well‐being. Such interventions would be more effective if they included elements that boost meaning in life and social support, which are expected to further enhance the perceptions of hope.
Literature indicates that parental support and teaching strategies influence academic performance. The purpose of the study is to determine how parental support and teaching strategies influence the pupils’ academic performance in Islamic Studies and Arabic Language (ISAL) subjects. Parental support serves as reinforcement to ensure positive attitudes and work habits among learners, whereas teaching strategies provide knowledge and skills for them to excel in academic performance. Furthermore, parental support refers to the participation of the parents in the learning of their children, which includes parenting, communicating, volunteering, learning at home, and shared decision-making within the school. At the same time, teaching strategies are tools that teachers use to deliver instruction effectively to learners, involving traditional, collaborative, and social-cognitive methods. ISAL in public schools in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) is a core curriculum subject from elementary to secondary level. It is challenging owing to language barriers, curriculum and resource limitations, lack of parental support, and the diverse needs of learners. Despite the difficulty of learning the subject, parental support, teaching strategies, and other factors may assist in the pupils’ learning process as regards the ISAL subject. The statistical population includes selected 100 ISAL teachers assigned in public elementary schools in Bongao, Tawi-Tawi, and selected 200 parents whose children are learners of the ISAL teachers. Survey questionnaires were used to collect the data which were analyzed using the weighted mean and the multiple regression analysis. The findings of this study demonstrated that parental support and teaching strategies had a significant effect, indicating that parents were engaged in their children’s education to a large degree. In addition, learning at home and shared decision-making influence the pupils’ academic performance. At the same time, teachers observed the effect of teaching strategies. Traditional, collaborative, and social-cognitive teaching strategies were found not to influence pupils’ academic performance significantly in ISAL subjects. It is recommended that parents should sustain their full support in their children’s education. This study is significant for education stakeholders and serves as a basis for school administrators, teachers, and parents in designing programs, training, seminars, and activities to improve learners’ academic performance and ISAL teachers’ effectiveness, as well as strengthening the connection of all stakeholders.
One of the obstacles that become a concern in the world of education is academic stress because student expectations still need to be achieved in learning with the reality of learning that occurs. The purpose of this study was to determine the role of self-efficacy on academic stress with optimism. This research is a cross-sectional quantitative research with ex post facto method. The sampling technique used is convenience sampling. Respondents totaled 113 people with questionnaires as a method and instrument of data collection. The data analysis technique used is inferential statistical analysis. The results showed that there was no relationship between academic self-efficacy and optimism, as well as academic stress. In the variable relationship with the academic stress dimension, academic self-efficacy is associated with learning pressure and hopelessness. There is also a significant effect of academic self-efficacy on academic stress, and optimism has a significant effect on academic stress. This suggests a significant influence on both variables predictors of academic stress, confirming that optimism cannot be used as a moderator between academic self-efficacy and educational stress. This research provides valuable implications in efforts to improve post-COVID academic stress management, by providing a deeper understanding of the role of self-efficacy and optimism in managing such stress
İlkokul dönemi, çocukların karakter ve kişilik gelişimi için ayrıca hayatının farklı dönemindeki iyi veya kötü yaşantılara karşı sergiledikleri davranışların temelinin atıldığı, şekillendiği önemli bir gelişim dönemidir. Bu dönemki kazanımların bireyin umut edebilme ve psikolojik olarak sağlam olma gücünü etkilediği belirtilmektedir. Bu araştırmanın amacı, ilkokul düzeyindeki öğrencilerde fiziksel aktivitenin umut ve psikolojik sağlamlığa etkisini incelemektir. Araştırmanın çalışma grubunu 2023-2024 öğretim yılı bahar yarıyılında İstanbul ilinde ilkokulda öğrenimine devam eden4. Sınıf 29 öğrenci oluşturmaktadır. Araştırmada veriler Çocuklarda Umut Ölçeği (ÇUÖ), Çocuk ve Genç Psikolojik Sağlamlık Ölçeği (ÇGPSÖ-12) ve Kişisel Bilgi Formu ile toplanmıştır. Verilerin toplanması aşamasında fiziksel aktivite programını uygulanmadan önce ölçekler uygulanarak ön ölçümler alınmış, 8 haftalık fiziksel aktivite uygulaması sonrasında ölçekler tekrar uygulanarak son ölçümler alınmıştır. Fiziksel aktivite sonrasında öğrencilerin umut ve psikolojik sağlamlık düzeylerinde farklılaşma olup olmadığını belirlemek için tekrarlı ölçümler için tek yönlü ANOVA, ilişkisiz örneklemler için tek faktörlü ANOVA ve bağımsız örneklem T testi analizleri uygulanmıştır. Ayrıca cinsiyet, okul dışında herhangi bir spor kursuna katılıp katılmama durumuna göre öğrencilerin umut ve psikolojik sağlamlık düzeylerine yönelik analizler yapılmıştır. Yapılan analizler sonucunda öğrencilerin umut ve psikolojik sağlamlık düzeylerinin ön testten son teste giderek arttığı görülmektedir. Son testten sonra oyun ve fiziksel aktiviteler devam etmemesine rağmen 4 ay sonra yapılan kalıcılık ölçümünde umut ve psikolojik sağlamlık düzeyinde anlamlı bir farklılaşmanın olmadığı, çok az da olsa artışın devam ettiği görülmüştür. Bu bulgu geçen süreye rağmen oyun ve fiziksel aktivitenin umut etme ve psikolojik sağlamlık üzerindeki etkisinin devam ettiğini göstermektedir. Sonuç olarak, çocukların umut ve psikolojik sağlamlık düzeylerinin fiziksel aktivite ile artırılabileceği görülmektedir.
Student academic success plays an important role in higher education institutions, as it is often used as a core measure of university performance. Internationally, there is an extensive literature on the predictors of academic success. In addition to intellectual variables, the effects of psychological factors have received increased attention. However, there is little literature on cross-cultural differences in the predictors of academic success. This study examines three psychological predictors (hope, self-efficacy, and motivation) and investigates differences between the scores of business students at a university in Germany and a university in Finland. The results indicate differences in students’ scores on the predictor hope. In addition, some differences were found in relation to the students’ demographics. Regarding the predictive power of the factors examined, for hope and self-efficacy this was higher in Finland than in Germany.
The emergence of positive psychology interventions in foreign language classrooms has shown improvements in learner outcomes. However, more research is needed on how positive psychology can optimize second language acquisition experiences and writing performance. This mixed-methods study investigated the efficacy of positive psychology techniques in improving Indonesian university students' English writing skills across multiple areas. 60 students were randomly assigned to experimental and control groups. Assessments captured quantitative and qualitative performance differences before and after the intervention. Large effect size gains occurred for the treatment group. Students favored hope-based activities like feedback and consultations. Findings imply more positive versus negative feedback enhances writing motivation and outcomes. Further research is warranted on how positive psychology manifests in learners' complex experiences during foreign language acquisition and influences multifaceted writing performance.
Since the majority of hope-related instruments constructed so far assessed the domain-general concept of hope, developing the domain-specific hope scale can provide valuable information in academic fields. The present study aimed at developing and validating the academic hope scale (AcHS). This scale consisted of 27 items which were extracted from the results of interviews with students and based on the theoretical foundations of Snyder’s (The psychology of hope: you can get there from here, 1994) and Pekrun’s theories (Educ Psychol Rev 18(4):315–341, 2006). The psychometric properties of AcHS were examined in two studies. For the first study, 241 high school students and for the second study, 566 undergraduate students were selected using the multi-stage random cluster sampling method. The results of an exploratory factor analysis in the first study showed that there were 4 components of AcHS, namely hope to gain opportunities, hope to gain life skills, hope in school’s usefulness, and hope to gain competency. In the second study, the results of the confirmatory factor analysis confirmed the existence of the 4 components of AcHS. The Cronbach’s Alpha (α) and McDonald’s Omega (ω) coefficients in both studies indicate high levels of scale reliability. The results provide evidence that the AcHS has appropriate reliability and validity in both high school and university populations.
Since the introduction of psychological capital to the field of education, it has drawn a lot of interest from researchers. This is due to the numerous studies that have demonstrated the positive effects of psychological capital on academic performance. Nevertheless, the psychological capital scale was initially developed to measure the psychological capital of employees, not students. There is a dearth of studies that examine the psychological capital scale’s psychometric properties in educational contexts, particularly in Southeast Asia. Therefore, the present study aims to develop and test the validity of an educational psychological capital scale. The study was carried out with the participation of a total of 2,494 undergraduates. The tests of indicator reliability, construct reliability convergent, validity, and discriminant validity were executed. The result revealed that the scale demonstrated satisfactory psychometric properties. The study also found psychological capital can serve as a positive predictor of student academic performance. It signified that the scale can be used to measure student psychological capital precisely. This has resolved the flaw of the original psychological capital scale, which measured students’ psychological capital in the workplace rather than in educational settings. However, since the study was conducted in Malaysia, the psychometric properties of the scale can be further verified in other countries.
The aim of the study is a theoretical understanding of the process of generating foreign language written speech from the standpoint of a psycholinguistic approach to optimize the content of teaching writing in a foreign language in training students of both linguistic and non-linguistic specialties. The article theoretically examines the opinions of domestic and foreign scientists regarding the basic models of generating foreign language written speech, and also identifies psychological components such as self-regulation, motivation to learn a language, autonomy, attitude towards learning a language, anxiety, self-efficacy and willingness to communicate in a foreign language, ensuring success in the process of teaching writing in a foreign language. The scientific novelty of the study lies in identifying the basic provisions of the written speech generation process necessary to solve the problems associated with organizing the process of teaching foreign language written speech in higher education. As a result of the study, it was found that the success of generating a written text depends not only on the knowledge of the quantitative and qualitative levels of its structuring, but also on the focus of the learners’ personality and their individual differences.
This study aims to investigate the relationship between resilience, mental well-being, and quality of life among students. The study hypothesizes that resilience will be positively associated with mental well-being and quality of life among students, and it will mediate the relationship between stress and mental well-being among students. The study also explores gender and age differences in resilience, mental well-being, and quality of life among students. The Brief Resilience Scale, the Warwick-Edinburgh Mental Well-being Scale, and the WHO Quality of Life Scale-brief will be used to measure resilience, mental well-being, and quality of life, respectively.
Üniversite öğrenciliği döneminde olan genç yetişkinler için kariyer planlama becerisi oldukça önemlidir; çünkü bu beceri, gelecekte mesleklerine yönelik hangi alanda çalışacaklarını seçerken, kariyer hedeflerini belirlerken ve iş dünyasına hazırlanırken onlara rehberlik etmektedir. Genç yetişkinlerin kariyerlerine ilişkin olumlu algılarını ifade eden kariyer iyimserliklerinin ve iş umutlarının güçlendirilmesi, etkili kariyer planlama becerilerine sahip olmalarına bağlı olabilir. Bu düşünceden hareketle bu araştırmanın temel amacı, genç yetişkinlerin kariyer planlama becerileri ile kariyer iyimserlikleri ve iş umutları arasındaki ilişkinin saptanması ve genç yetişkinlerin sahip oldukları kariyer planlama becerisinin, kariyer iyimserlikleri ve iş umutları üzerinde anlamlı birer yordayıcı olup olmadığının belirlenmesidir. Bu amaç doğrultusunda, değişkenler arasındaki ilişkinin belirlenebilmesi için ilişkisel araştırma modeli kullanılmıştır. Çalışma grubu ise uygun örnekleme yöntemi ile oluşturulmuştur. Araştırmacılar tarafından hazırlanan çevrimiçi form, üniversite öğrencilerinin bulunduğu sosyal medya platformlarında paylaşılarak, genç yetişkinlik döneminde bulunan 403 katılımcıya (283 kadın ve 120 erkek) ulaşılmıştır. Katılımcıların yaş ortalaması 20.87’dir (±2.77). Araştırmada veriler, araştırmacılar tarafından oluşturulan demografik bilgi formu, Kariyer Planlama Ölçeği, Kariyer Geleceği Ölçeği ve İş Umudu Ölçeği kullanılarak toplanmıştır. Genç yetişkinlerin kariyer planlama becerileri ile kariyer iyimserlikleri ve iş umutları arasındaki ilişki pearson korelasyon katsayısı ve basit doğrusal regresyon analizleriyle incelenmiştir. Araştırmanın sonucunda, genç yetişkinlerin kariyer planlama becerileri ile kariyer iyimserlikleri ve iş umutları arasında pozitif yönde anlamlı ilişkiler bulunmuştur. Ayrıca genç yetişkinlerin, kariyer planlama becerisi düzeylerinin artmasının hem kariyer iyimserliklerini hem de iş umutlarını pozitif yönde yordadığı sonucuna ulaşılmıştır. Ulaşılan sonuçlar, genç yetişkinlerin kariyer planlama becerilerinin desteklenmesi yoluyla kariyer iyimserliklerinin ve iş umutlarının artırılabileceğine ilişkin umut veren kanıtlar taşımaktadır.
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
This study sought to extend the research on adolescents' hope, academic expectations, and average grades. The hope theory (Snyder, Psychological Inquiry 13(4):249–275, 2002), the salutogenic paradigm (with a focus on sense of coherence (SOC) (Antonovsky 1987)), and Bandura's (Journal of Management 38(1):9–44, 2012) social learning theory (with a focus on three self-efficacy (SE) constructs: academic SE, social SE, and emotional SE), were used as an integrated conceptual framework for predicting expected and actual academic performance. The sample consisted of 289 10th grade high school students (152 girls and 137 boys). The structural equation modeling (SEM) analysis provided support for the hypothesized modified model. The results demonstrated that hopeful thinking had a direct effect on grade expectations, which, in turn, predicted academic achievement. In addition, SOC, social SE, emotional SE, and academic SE were interrelated, but only emotional SE and SOC contributed directly to hope. Academic SE predicted effort, which also contributed to hope. Thus, the relations between students' investment of effort and actual grades were predicted indirectly through hopeful thinking and grade expectations. The implications for future research and the field of educational psychology of using hope, SOC, and SE as an integrated conceptual framework for predicting academic outcomes are discussed.
The chapter explores the application of hope therapy in working with survivors of trauma. Although varieties of treatment modalities are available effective in treating victims of trauma, the diverse symptoms and associated problems may benefit from an integrative approach. Regardless of the specific therapeutic techniques employed, the argument that effective psychotherapy for survivors of trauma can be conceptualized as precipitation increases in their levels of hope. The chapter explains Posttraumatic Stress Disorder (PTSD), its etiology, symptomatology, course, and appropriate treatment within the conceptual framework of hope theory. It states that while the distinct and personal nature of an individual's trauma is critically important to therapeutic work, many of the principles can be applied to survivors of other traumas as well. However, the person's developmental stage when a traumatic event occurs has a major impact on the eventual manifested effects; the younger a person is, the more profound the physiological dysregulation. Any improvements that are attained can stimulate the process of reclaiming hope: the ability to see future returns, and with that, meaningful personal goals and the belief in one's ability to attain these goals as well as the strategies for doing so. The steps may be slow and cumbersome, but the trip is worth the effort for those who are willing to take the first step.
Despite extensive research demonstrating relationships between hope and well being, little work addresses whether hope is malleable. We test a single-session, 90-min intervention to increase college students’ hopeful goal-directed thinking (as defined by Snyder et al. in, Pers Soc Psychol 60:570–585, 1991). To date, this study represents the only test of hope’s malleability in fewer than five sessions and contributes to the small but growing literature regarding positive-psychology interventions. This intervention is especially relevant to college students, given the increasing psychological distress and lack of perceived control noted among this population (Lewinsohn et al. in, J Abnorm Psychol 102:110–120, 1993; Twenge et al. in, Pers Soc Psychol Rev 8:308–319, 2004). Ninety-six participants were assigned to the hope intervention or one of two comparison/control conditions—progressive muscle relaxation or no intervention. Assessment occurred prior to intervention (pre-test), following intervention (post-test), and at one-month follow-up. Participants in the hope intervention showed increases in measures of hope, life purpose, and vocational calling from pre- to post-test relative to control participants. They also reported greater progress on a self-nominated goal at one-month follow-up. Counterintuitively, although hope predicted goal progress, hope did not mediate the relationship between intervention condition and goal progress. Implications of these findings and future directions are discussed.
Since its origin in the late 1970s and early 1980s, achievement goal theory has provided significant contributions to the research and practice in education and psychology. The theory has been considered to be an influential framework for conceptualizing student motivation. The term motivation refers to the interaction dynamics of many factors in a given person-environment relationship involving goal-directed experience and behavior. The impact of learning environment on student motivation, defined as achievement goal orientations, has been the focus of many studies. This paper includes a review of literature discussing research related to achievement goal theory, stability of achievement goals, classroom goal structure, and multiple goals along with implications for future research. The findings of studies reviewed in the paper point to the importance of considering both self and group perceptions of achievement goals in academic settings. This line of inquiry will provide educators and psychologists with helpful and meaningful ways of enhancing student learning and motivation.
For structural equation models, a huge variety of fit indices has been developed. These indices, however, can point to conflicting conclusions about the extent to which a model actually matches the observed data. The present article provides some guide-lines that should help applied researchers to evaluate the adequacy of a given struc-tural equation model. First, as goodness-of-fit measures depend on the method used for parameter estimation, maximum likelihood (ML) and weighted least squares (WLS) methods are introduced in the context of structural equation modeling. Then, the most common goodness-of-fit indices are discussed and some recommendations for practitioners given. Finally, we generated an artificial data set according to a "true" model and analyzed two misspecified and two correctly specified models as examples of poor model fit, adequate fit, and good fit. In structural equation modeling (SEM), a model is said to fit the observed data to the extent that the model-implied covariance matrix is equivalent to the empirical co-variance matrix. Once a model has been specified and the empirical covariance matrix is given, a method has to be selected for parameter estimation. Different estimation meth-ods have different distributional assumptions and have different discrepancy functions to be minimized. When the estimation procedure has converged to a reasonable
Research is in its infancy in the newly emerging field of coaching psychology. This study examined the effects of a 10-week cognitive-behavioral, solution-focused life coaching group programme. Participants were randomly allocated to a life coaching group programme (n = 28) or a waitlist control group (n = 28). Participation in the life coaching group programme was associated with significant increases in goal striving, well-being and hope, with gains maintained up to 30 weeks later on some variables. Hope theory may explain such positive outcomes. Life coaching programmes that utilize evidence-based techniques may provide a framework for further research on psychological processes that occur in non-clinical populations who wish to make purposeful change and enhance their positive psychological functioning.
Self-reported grades are heavily used in research and applied settings because of the importance of grades and the convenience of obtaining self-reports. This study reviews and meta-analytically summarizes the literature on the accuracy of self-reported grades, class ranks, and test scores. Results based on a pairwise sample of 60,926 subjects indicate that self-reported grades are less construct valid than many scholars believe. Furthermore, self-reported grade validity was strongly moderated by actual levels of school performance and cognitive ability. These findings suggest that self-reported grades should be used with caution. Situations in which self-reported grades can be employed more safely are identified, and suggestions for their use in research are discussed.
Contemporary theories of hope and optimism provide two explanations for how positive expectancies can shape human behavior and promote well-being. Scheier and Carver's theory of optimism focuses on generalized expectations of positive outcomes, whereas Snyder's hope theory focuses on how evaluations of personal agency can facilitate goal attainment. Although the theoretical distinctions between these constructs have previously been articulated, few studies have jointly examined the two constructs in order to determine unique effects, and some have questioned whether the constructs are truly distinct. This study therefore examines whether hope and optimism (1) are distinct latent constructs, (2) have unique effects on components of flourishing mental health, and (3) differentially relate to the components of flourishing mental health. Confirmatory factor analysis results and a bootstrapped structural equation model indicate that hope and optimism are distinct latent constructs that each uniquely predict a moderate proportion of variance of the components of well-being.
Provides simple but accurate methods for comparing correlation coefficients between a dependent variable and a set of independent variables. The methods are simple extensions of O. J. Dunn and V. A. Clark's (1969) work using the Fisher
z transformation and include a test and confidence interval for comparing 2 correlated correlations, a test for heterogeneity, and a test and confidence interval for a contrast among
k (>2) correlated correlations. Also briefly discussed is why the traditional Hotelling's
t test for comparing correlations is generally not appropriate in practice. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A cognitive, motivational theory is introduced to the educational research community. Hope theory integrates the conceptualization of goals, along with the strategies to achieve those goals (pathways), and the motivation to pursue those goals (agency). In a 6-year longitudinal study, individual differences in hope, as measured by the Hope Scale (C. R. Snyder et al., 1991) scores of entering college freshmen, predicted better overall grade point averages even after controlling for variance related to entrance examination scores. High- relative to the low-hope students also were more likely to have graduated and not to have been dismissed over this 6-year period. Hopeful thinking in college academics is discussed, along with the contributions of hope theory for educational research and practice. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Presents an overview of research on the effects of an optimistic orientation to life on psychological well-being. The chapter begins by commenting on a distinction between two ways of assessing optimism and pessimism. Then the authors review some of the empirical evidence linking positive thinking to well-being, focusing on prospective studies in both health- and nonhealth-related contexts. They then consider why optimism might confer benefits, arguing that the benefits are due, in part, to the way in which optimists and pessimists cope with problems. The conclusion addresses whether or not the effects of optimism are always good and the effects of pessimism are always bad. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A longitudinal study of 1st-year university student adjustment examined the effects of academic self-efficacy and optimism on students' academic performance, stress, health, and commitment to remain in school. Predictor variables (high school grade-point average, academic self-efficacy, and optimism) and moderator variables (academic expectations and self-perceived coping ability) were measured at the end of the first academic quarter and were related to classroom performance, personal adjustment, stress, and health, measured at the end of the school year. Academic self-efficacy and optimism were strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health, and overall satisfaction and commitment to remain in school. Observed relationships corresponded closely to the hypothesized model. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors suggest that people of all ages are goal oriented and that 2 related thought processes typically accompany this goal-related thinking. First, there are pathway thoughts, which tap the perceived capability to generate 1 or more workable routes to desired goals. Second, there are agentic thoughts, which reflect the perception that one can initiate and sustain movement toward a goal along the given pathways. Together, pathway and agentic goal-directed thinking define hope in the present model. After describing how hope develops, the self-report instruments for measuring hope in children and adults are reviewed. How hope is sustained in the context of larger groups is explored, and the importance of shared goals as the foundation of communal hope is described. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Perceived self-efficacy represents an optimistic sense of personal competence that seems to be a pervasive phenomenon accounting for motivation and accomplishments in human beings. The General Self-Efficacy scale, developed to measure this construct at the broadest level, has been adapted to many languages. The psychometric properties of this instrument is examined among 19,120 participants from 25 countries. The main research question is whether the measure is configurally equivalent across cultures, that is, whether it corresponds to only one dimension. The findings confirm this assumption and suggest the globality of the underlying construct. They also point to a number of cross-cultural differences that merit further investigation.
Findings showed that the nonconscious activation of a goal in memory led to increased positive implicit attitudes toward stimuli that could facilitate the goal. This evaluative readiness to pursue the nonconscious goal emerged even when participants were consciously unaware of the goal-relevant stimuli. The effect emerged the most strongly for those with some skill at the goal and for those for whom the goal was most currently important. The effect of implicit goal activation on implicit attitudes emerged in both an immediate condition as well as a delay condition, suggesting that a goal rather than a nonmotivational construct was activated. Participants' implicit attitudes toward a nonconscious goal also predicted their goal-relevant behavior. These findings suggest that people can become evaluatively ready to pursue a goal whenever it has been activated--a readiness that apparently does not require conscious awareness or deliberation about either the goal or the goal-relevant stimuli. Theoretical implications of this type of implicit goal readiness are discussed.
The relations of dispositional hope to various self-reported cancer-related coping activities were examined in 115 college women. Dispositionally high- as compared to low-hope women were more knowledgeable about cancer, and this relationship remained when the shared variances due to previous academic achievement, experience with cancer among family or friends, and positive and negative affectivity were removed. Additionally, high- as compared to low-hope women reported more hope-related coping responses in four separate imagined phases of cancer (prevention/risk, detection, temporal course, and impact), and these relationships remained when shared variances related to previous academic achievement, knowledge about cancer, experience with cancer, and negative affectivity were removed. Hope is discussed as means of maintaining a “fighting spirit” for coping with cancer.
Positive psychology - essentially the scientific study of the strengths that enable individuals and communities to thrive - is a relatively new discipline that has experienced substantial growth in the last 5-10 years. Research suggests that the principles and theories from this area of study are highly relevant to the practice of counseling and psychotherapy, and positive psychology presents clinicians and patients with a much needed balance to the more traditional focus on pathology and the disease model of mental health. This book provides a comprehensive introduction to the best-researched positive psychological interventions. It emphasizes clinical application, providing a detailed view of how the research can be applied to patients. Covering the broaden-and-build theory, strengths-based therapy, mentoring modalities and more, the volume will provide numerous assessment tools, exercises and worksheets for use throughout the counseling and psychotherapy process. - Summarizes the applications of research from positive psychology to the practice of counseling and psychotherapy - Provides clinician a variety of assessments, worksheets, handouts, and take home and in-session exercises to utilize in the process of conducting therapy from a positive psychological perspective - Provides general treatment planning guidelines for the appropriate use of such assessments, worksheets, handouts, and exercises - Bibliography of positive psychology references to compliment the information provided in this book.
Positive psychology is the scientific study of optimal human functioning, the goals of which are to better understand and apply those factors that help individuals and communities to thrive and flourish. Perusal of the literature on positive psychology reveals many potential applications of the emerging research for a diversity of people within a wide variety of settings. There seems to be no better fit, however, for positive psychology than within the therapy room. Indeed, research to date supports the notion that client conceptualizations and the incorporation of exercises informed by positive psychology can provide lasting positive outcomes for therapy clients. In this text, this chapter provides strategies and exercises that therapists can use to begin incorporating positive psychology into their work with clients.
The relationship between current hopeful thinking about goals ("state hope") and recovery from substance dependence was assessed among residents and graduates of a residential treatment program for substance dependent homeless veterans (N = 90). Contrary to predictions, residents and graduates did not differ in their level of state hope. As predicted, higher state hope was related to greater time abstinent and better quality of life, as well as greater self-efficacy, placing less emphasis on the advantages of substance use, and greater perceived social support. The association between state hope and quality of life remained when controlling for self-efficacy, the advantages of substance use, and social support. However, state hope was no longer associated with ti me abstinent when controlling for these same variables. As predicted, current hopeful thinking was correlated with a greater number of recovery-related variables for residents than for graduates of the treatment program. Implications and limitations of results are discussed.
Hope is defined as the process of thinking about one's goals, along with the motivation to move toward (agency) and the ways to achieve (pathways) those goals. After discussing other related concepts, the scale for measuring hope is introduced, and the role of hope in the counseling process is described.
High-hope and low-hope research participants (males and females), as preselected on the basis of a dispositional self-report scale, choose freely between brief audiotaped messages that varied in depressive content. In the first experiment, the messages were of either positive or negative content. Highhope as compared to low-hope persons preferred listening to the positive tapes (no differences related to Gender), and this Hope main effect remained after the shared variance related to depression and positive and negative affectivity were removed. In a modified replication, the contents of the tapes were comprised of successful or unsuccessful goal-attainment statements related to hopeful thinking. High-hope as compared to low-hope persons again preferred to listen to the successful goal pursuit messages (no differences related to Gender), and this Hope main effect on listening choices remained after the shared variances related to depression, positive and negative affectivity, and self-esteem were removed. Implications are discussed.
A path model examining the influence of hope on appraisals, coping, and dysphoria was assessed in a sample of 341 college students. Results indicated that hope had a significant influence on secondary appraisal and coping. Moreover, in contrast to Lazarus and Folkman's (1984) view that appraisals and coping are sufficient predictors of adjustment, hope also was found to be an important predictor of dysphoria independent of the influences of appraisals and coping. These findings are taken to provide support for Snyder's (1994) hope theory in predicting psychological adjustment.
Despite the impressive literature addressing Snyder's (1994) Hope Theory, the theory's basic hypothesis that hope predicts goal attainment has never been tested. We provide a longitudinal test of this prediction among 162 college students. Participants completed measures of hope and goal importance at the beginning of the semester. Three months later, they completed measures of goal attainment and hope again. Results indicate that a goal-specific measure of hope (particularly the agency subscale) predicted goal attainment better than the Hope Scale (Snyder et al., 1991), which measures hope regarding goals in general. The influence of Time 1 goal importance upon Time 2 attainment was largely mediated through goal-specific hope. Moreover, participants appeared to adjust their Time 2 hope levels based on their actual goal attainment.
The major goals of this study were to (a) investigate the relationships among adolescent students' levels of hope and various academic and psychological indicators of school adjustment, and (b) determine critical levels of hope associated with these indicators. Using the Children's Hope Scale (Snyder, Hoza et al., 1997), results from a hierarchical cluster analysis placed youth into a low, average, and high hope group. Youth in the high hope group differed from students with low hope on all independent measures. Further, youth reporting high hope also differed from students reporting average levels of hope on personal adjustment, global life satisfaction, and self-reported grade point average. Implications of these findings and suggestions for future research are discussed.
In this article, important theories of life meaning are discussed, as are the hypothesized effects of meaning on anxiety and depression. A commonality among these theories-hopeful thinking-is highlighted in the context of a goal-directed model of hope (Snyder et al., 1991). It is proposed that hope is a component common to all theories of meaning. We administered scales of meaning, hope, depression, and anxiety to 139 college students. Factor analysis reveals a single factor underlying the meaning scales and hope measure, offering evidence that hope is a component of meaning. Additionally, in regression analyses, statistically controlling for hope attenuates the correlations between meaning and both depression and anxiety. Similar results are found for the correlations between hope and depression or anxiety, when controlling for meaning.
Structural equation modeling was used to test hypotheses about (a) the dimensionality of measures of dispositional hope (the Adult Hope Scale, AHS) and dispositional optimism (the Life Orientation Test, LOT), (b) the extent and source of conceptual overlap and divergence between hope and optimism, and (c) patterns of discriminant validity for each trait. Separate two-factor models best fit the hope (Agency and Pathways, r = .68) and optimism (Optimism and Pessimism, r = -.63) data. Analyzing the combined AHS and LOT data, a measurement model with separate, correlated second-order factors of Hope and Optimism (r= .80) provided a better fit than did a higher-order model with a single second-order factor. Optimism correlated equally with both Agency and Pathways, whereas Pessimism was more strongly correlated with Agency than with Pathways. Confirming hypotheses, second-order Optimism had a stronger influence on the use of positive reappraisal as a coping strategy than did second-order Hope, whereas second-order Hope had a stronger influence on level of general self-efficacy than did second-order Optimism. We suggest that hope focuses more directly on the personal attainment of specific goals, whereas optimism focuses more broadly on the expected quality of future outcomes in general.
Hope is defined as the perceived capability to derive pathways to desired goals, and motivate oneself via agency thinking to use those pathways. The adult and child hope scales that are derived from hope theory are described. Hope theory is compared to theories of learned optimism, optimism, self-efficacy, and self-esteem. Higher hope consistently is related to better outcomes in academics, athletics, physical health, psychological adjustment, and psychotherapy. Processes that lessen hope in children and adults are reviewed. Using the hope theory definition, no evidence is found for "false" hope. Future research is encouraged in regard to accurately enhancing hope in medical feedback and helping people to pursue those goals for which they are best suited.
Research support for hope theory is gaining acceptance among coaches, athletes, and sport psychology researchers. This sport research builds on the literature indicating that high- as compared to low-hope people, as measured by both trait and state indices, have advantages in a variety of goal-pursuit activities. These studies have used the Trait Hope Scale and the State Hope Scale, the validities and reliabilities of which are detailed in earlier research (C. R. Snyder et al, see record
1991-17270-001). Thus, we will describe a series of studies that explores the usefulness of hope theory for understanding athletes' academic and sport achievements. There are at least two broad categories of applications stemming from the accumulating evidence regarding hope theory and athletes—those pertaining to academic performances and those pertaining to sport performances. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study compares the efficacy of two time-limited group psychotherapies for depression and functional disability in late life. Goal-focused group psychotherapy (GFGP) utilized focused psychoeducation and skills training to assist each patient in the achievement of individualized goals. Reminiscence therapy (RT) emphasized individual life review to facilitate discussion. Subjects (N=13), ages 55 and above, with major depression were randomly assigned to one of the two groups. Most were receiving antidepressant treatment. All had failed to achieve full remission. Whereas both treatment groups improved in depressed mood and disability, GFGP subjects had a far greater change in depressive symptomatology and also improved in the areas of hope, hopelessness, anxiety and social functioning.Copyright © 1998 John Wiley & Sons, Ltd.
This longitudinal study examined the relative associations of initial levels of hope and optimism with subsequent academic performance and life satisfaction among first-year law students (N=86). Path analysis showed that hope, but not optimism, predicted better academic performance, while controlling for Law School Admission Test scores and undergraduate grades. Both hope and optimism uniquely predicted greater life satisfaction at the end of the first semester.
Readers who want a less mathematical alternative to the EQS manual will find exactly what they're looking for in this practical text. Written specifically for those with little to no knowledge of structural equation modeling (SEM) or EQS, the author's goal is to provide a non-mathematical introduction to the basic concepts of SEM by applying these principles to EQS, Version 6.1. The book clearly demonstrates a wide variety of SEM/EQS applications that include confirmatory factor analytic and full latent variable models.
This article examines the adequacy of the “rules of thumb” conventional cutoff criteria and several new alternatives for various fit indexes used to evaluate model fit in practice. Using a 2‐index presentation strategy, which includes using the maximum likelihood (ML)‐based standardized root mean squared residual (SRMR) and supplementing it with either Tucker‐Lewis Index (TLI), Bollen's (1989) Fit Index (BL89), Relative Noncentrality Index (RNI), Comparative Fit Index (CFI), Gamma Hat, McDonald's Centrality Index (Mc), or root mean squared error of approximation (RMSEA), various combinations of cutoff values from selected ranges of cutoff criteria for the ML‐based SRMR and a given supplemental fit index were used to calculate rejection rates for various types of true‐population and misspecified models; that is, models with misspecified factor covariance(s) and models with misspecified factor loading(s). The results suggest that, for the ML method, a cutoff value close to .95 for TLI, BL89, CFI, RNI, and Gamma Hat; a cutoff value close to .90 for Mc; a cutoff value close to .08 for SRMR; and a cutoff value close to .06 for RMSEA are needed before we can conclude that there is a relatively good fit between the hypothesized model and the observed data. Furthermore, the 2‐index presentation strategy is required to reject reasonable proportions of various types of true‐population and misspecified models. Finally, using the proposed cutoff criteria, the ML‐based TLI, Mc, and RMSEA tend to overreject true‐population models at small sample size and thus are less preferable when sample size is small.
We report findings from an initial empirical test of a hope-based, group therapy protocol. In this context, hope is defined
as a cognitive process through which individuals pursue their goals [Snyder, C. R.: 1994, Free Press, New York]. As such, the eight-session group treatment emphasized building goal-pursuit skills. Findings from
a randomized, wait-list control trial using a community sample (n=32 completers) are reported. Participants underwent structured diagnostic interviews (SCID-I) and completed assessment packets.
Post-participation assessment results indicate the intervention was associated with statistically significant (p<0.05) improvements in the agency component of hope, life meaning, and self-esteem as well as reductions in symptoms of depression
and anxiety. These results suggest that a brief hope intervention can increase some psychological strengths and reduce some
symptoms of psychopathology.
Many students experience elevated psychological distress during their 1st year at college. Within the salutogenic paradigm (A. Antonovsky, 1987), sense of coherence (SOC), self-efficacy, and hope (in terms of hope theory; C. R. Snyder, 2002) are considered as protective factors in the demanding academic system. Study goals were to examine the outcomes of a focused workshop for 43 students, targeting the promotion of hope, sense of coherence, and self-efficacy for enhancing students' academic adjustment as expressed through their grades. Results revealed an effect over the 3 measurement time-points (before the workshop, immediately after it, and after 1 month), as well as the interactions of time and hope levels. Although their mean grades were not statistically different before the intervention, students who achieved higher levels of hope following the workshop got higher grades in the semester following the intervention. SOC and self-efficacy scores were significantly related both to hope levels after 1 month and to mean grades. The implications of this study for promoting a hopeful orientation in educational systems are discussed, and future interventional research is suggested.
Many students experience elevated psychological distress during their first year at college. Within the salutogenic paradigm (Antonovsky, 1987), sense of coherence (SOC), self-efficacy and hope (in terms of Hope Theory; Snyder, 2002) are considered as protective factors in the demanding academic system. Study goals were to examine the outcomes of a focused workshop for 43 students, targeting the promotion of hope, sense of coherence and self-efficacy for enhancing students' academic adjustment as expressed through their grades. Results revealed an effect over the three measurement time-points (before the workshop, immediately after, and after a month), as well as the interactions of time and hope levels
The relations of dispositional hope to various self-reported cancer-related coping activities were examined in 115 college women. Dispositionally high- as compared to low-hope women were more knowledgeable about cancer, and this relationship remained when the shared variances due to previous academic achievement, experience with cancer among family or friends, and positive and negative affectivity were removed. Additionally, high- as compared to low-hope women reported more hope-related coping responses in four separate imagined phases of cancer (prevention/risk, detection, temporal course, and impact), and these relationships remained when shared variances related to previous academic achievement, knowledge about cancer, experience with cancer, and negative affectivity were removed. Hope is discussed as means of maintaining a "fighting spirit" for coping with cancer.
This study was designed to assess whether the two subscales of the Hope Scale significantly predict semester grade point average (GPA), over and above American College Test (ACT) scores and Trait Anxiety (Spielberger State-Trait Anxiety Inventory.) The Hope Scale includes two subscales, goal-directed determinism (Agency) and the ability to plan ways to attain goals (Pathway). As predicated, scores on the Hope Scale correlated significantly with semester GPA. Scores on the Agency subscale correlated positively with semester GPA in this college sample, but not those on the Pathways subscale. Partial correlations retained the association of scores on the Agency subscale and GPA, even when intelligence (ACT scores) and anxiety (Trait Anxiety scores) were controlled. Implications are discussed.
A synthesized model of trait hope (Snyder 1994, 2002) and trait optimism (Scheier & Carver, 1985) is proposed. In this model hope and optimism are conceptualized as facets of an overarching trait called goal attitude. Structural equation modeling is used to test the plausibility of the proposed model in a sample of 345 students in a university psychology course who completed the Adult Hope Scale (Snyder et al., 1991) and the Life Orientation Test-Revised (Scheier, Carver, & Bridges, 1994). The proposed model shows acceptable fit to the observed data. The synthesized model is used to examine the unique and common influences of hope and optimism on grade expectancy and academic performance in 312 students who completed the course. The results show that hope uniquely influenced students' grade expectancies, whereas optimism did not. In turn, grade expectancies influenced academic performance. Neither hope nor optimism had a unique, direct influence on academic performance. In contrast, the shared aspect of hope and optimism (i.e., goal attitude) had a direct influence on academic performance.