Hope and academic success in college.
Abstract
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) 2016 APA, all rights reserved)
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The research supports the theoretical framework of hope offered by Snyder et al. (2002).
“Our research supports the theoretical framework of hope offered by Snyder et al. (2002).”
From The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students (2024) · cites this paper as Snyder et al. (2002)
Academic hope scale scores of incoming freshmen predicted overall GPA, even while controlling for scores on entrance examinations.
“When investigating academic hope among college students, Snyder et al. (2002) found that the academic hope scale scores of incoming freshmen predicted the overall GPA, even while controlling for scores on entrance examinations.”
From The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students (2024) · cites this paper as Snyder et al. (2002)
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Exploring the essential psychological factors in fostering hope concerning climate change
Li, C. J., & Monroe, M. C. (2019) · Environmental Education Research · doi:10.1080/13504622.2017.1367916 · Cited by 151 · see citing works
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Hansen, M. J., Palakal, M. J., & White, L. (2024) · Journal for STEM Education Research · doi:10.1007/s41979-023-00096-8 · Cited by 138 · see citing works
- Authors
- Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams, V. H., & Wiklund, C.
- Affiliations
- University of Kansas (US)
- ORCID
- Cheavens, Jennifer
- Venue
- Journal of Educational Psychology
- Published
- 2002-12
- Volume
- 94
- Issue
- 4
- Pages
- 820-826
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1977212140
- Cited by
- 790
- References
- 13
- Citations by year
- 2026: 15 · 2025: 46 · 2024: 53 · 2023: 51 · 2022: 48 · 2021: 45 · 2020: 95 · 2019: 47 · 2018: 46 · 2017: 52 · 2016: 51 · 2015: 47 · 2014: 31 · 2013: 24 · 2012: 29
- FWCI
- 11.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Applied Psychology › Optimism, Hope, and Well-being
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Keywords
- hope theory, academic performance, university students, goal pursuit, agency, pathways, motivation, grade point average, college graduation, student dismissal, individual differences, longitudinal study
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