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Hopeful choices: A School counselor’s guide to hope theory
... Hope may be an influential factor in relation to school counselors' job satisfaction. Hope is conceptualized as a goaldirected process that includes pathways and agency (Snyder, 2002;Snyder et al., 1991Snyder et al., , 2002. Pathways involve one's ability to visualize possible routes to achieving a goal, and agency is an individual's self-belief about their ability to pursue a goal (Snyder et al., 1991). ...
... Agency is their belief that they can achieve their goals. Pathways and agency are reciprocal elements of hope (Snyder, 2002;Snyder et al., 2002); therefore, having a clear plan to achieve a goal in conjunction with maintaining the belief that one can achieve the goal may be a source of strength for school counselors. Snyder et al. (2002) suggested that one can achieve a strengthened sense of hope by engaging in brainstorming activities and experiencing social reassurance throughout the process. ...
... Pathways and agency are reciprocal elements of hope (Snyder, 2002;Snyder et al., 2002); therefore, having a clear plan to achieve a goal in conjunction with maintaining the belief that one can achieve the goal may be a source of strength for school counselors. Snyder et al. (2002) suggested that one can achieve a strengthened sense of hope by engaging in brainstorming activities and experiencing social reassurance throughout the process. Thus, creating a network of fellow school counselors in which they can discuss shared challenges and develop effective strategies toward goals may help foster a sense of hope. ...
... More recently, general achievements in hope theory include improvements in academic performance (Snyder et al. 2002, Snyder et al. 1997, self-reported reductions in depression, and increases in the meaning of life and self-esteem (Cheavens et al. 2006). Hope enjoys potential benefits including healthy outcomes, linked to a greater sense of purpose in life (Kashdan et al. 2021). ...
... Contemporary hope research suggests that the existence of hope per se, and the agency to make hope happen can be a transformative force (Snyder et al. 2002, Snyder, et al. 1997, Cheavens et al. 2006, Kashdan et al. 2021) that could promote mental health and desistence from crime. However, despite the benefits of hope in improving prisoners' mental health and effective desistence mechanisms, little is known about how prisoners experience hope, its nature and potential in prison rehabilitation. ...
... The current study achieved that by identifying and interpreting hope in the lived experience of former prisoners. The findings built on past theory and research (e.g., Snyder, 1994, Snyder et al. 2002, Snyder et al. 1997, Cheavens et al. 2006, Kashdan et al. 2021) by applying hope principles observed in non-incarcerated populations to a sample of formerly incarcerated individuals. ...
The application and efficacy of hope theory is well established in the general population but understanding its nature and potential in prison settings is limited. This research builds on contemporary hope theory by exploring how prisoners make sense of hope using interpretative phenomenological analysis of autobiographical accounts by seven former prisoners. It identifies seven themes that can be explored as hope factors in prison and suggests that the nature of hope can be abstract. The research proposes a hypothesis on hope momentum to promote long-term continuity in rehabilitation. Implications include development of a motivational model of hope for prisoners and the potential to increase and manage hope in
... This component of hope is crucial because it helps individuals to identify the practical steps that are necessary to turn their aspirations into reality. It allows individuals to think through the obstacles that they may face along the way and to develop a concrete plan for overcoming them 7 .Taken together, the agency and pathways components of hope, work in tandem to provide individuals with a sense of direction and purpose in their lives. According to the theory of hope "provides a framework for understanding how people think about their goals, how they pursue them, and how they adjust their thinking and actions when they encounter obstacles " 5 . ...
... Factor 1 comprises 9 items (3,8,10,15,22,25,26,27,28) with factor loadings ranging from .49 to .90. Factor 2 comprises of 10 items (2,7,11,12,16,18,19,20,23,24) with factor loadings in the range of .30 to .67. The Scree plot clearly shows the two factor structure of the scale as the point of inflection starts after the second factor. ...
Purpose: The objective of this study was to construct and validate a culturally and linguistically relevant scale for measuring hope. Method: The researchers used a logical-content approach to generate a pool of 42 items, which were then subjected to qualitative item analysis by an expert in the field. Based on this analysis, 29 items were deemed acceptable and 13 were eliminated due to poor content validity and overlapping content. The remaining items were subjected to quantitative item analysis using the Endemic Hope Scale on a sample of 202 participants between 18 to 32 years (M=22.12, SD=2.09). Along with the current scale two standardized instruments named Adult Dispositional Hope Scale (Synder et al,1991) and the Zung Self Rated Depression Scale (Zung,1967) were administered on the sample in order to establish the convergent validity with the former and discriminant validity with the later. Item total correlation was computed and 10 items had a correlation below 0.30.Thus, they were eliminated from the scale and 19 items were retained. Principal Component Factor analysis was carried out using Oblimin rotation method after the confirmation of the KMO measure which had a value of .87. Findings: The results revealed two factors which explained 39.73 % of the total variance and were labeled as belief specific reliance and universal reliance. The alpha coefficient was .83 which demonstrated high internal consistency, and the scale showed good convergent validity (r = .39) with the Adult Dispositional Hope Scale and good discriminant validity (r = -.31) with the Zung Self Rated Depression Scale. Conclusion: Based on these results, the Endemic Hope Scale is a reliable and valid measure for assessing hope in an indigenous context. Keywords: Hope, belief specific reliance, universal reliance, convergent validity, divergent validity, indigenous measure.
... Bireyin amaçlarına doğru ilerlerken çıkmazlarla karşılaştığında, kurtarıcı bir güç olarak bireyin iyilik halini koruyan geleceğe ilişkin beklentisidir. (Snyder, Feldman, Shorey ve Rand, 2002;Tarhan ve Bacanlı, 2015). ...
... Mutluluk düzeyinin genetik yatkınlığı ile olan ilişkisi ve mutluluk düzeyinin genetik özellikler tarafından belirlendiği kanıtlanmıştır (Lykken ve Tellegen, 1996). Kariyerinin büyük bir bölümünü mutluluğa ilişkin çalışmalara ayıran Lyubomirsky (2008) (Snyder, Feldman, Shorey ve Rand, 2002). Bireye yaşamdaki zorluklar karşısında koruyucu bir kimlik kazandıran umudun iki temel bileşenin olduğu söylenebilir: Alternatif yollar ve eylemlilik (Dixson, 2020). ...
Bu araştırmada öğretmenlerde çözüm odaklı düşünme ile mutluluk ilişkisinde sürekli umut ve yaşam doyumunun aracı etkisinin belirlenmesine yönelik bir modeli test etmek amaçlanmıştır. Araştırmanın örneklemini 2020 - 2021 eğitim öğretim yılında Muş İl Milli Eğitim Müdürlüğü'ne bağlı Muş merkez ve ilçelerinde bulunan okul öncesi, ilkokul, ortaokul, lise ve Rehberlik ve Araştırma Merkezleri'nde görev yapan 479'u kadın, 307'si erkek olmak üzere toplam 786 öğretmen oluşturmaktadır. Araştırmada toplanan veriler, Çözüm Odaklı Düşünme Envanteri, Sürekli Umut Ölçeği, Yaşam Doyumu Ölçeği ve Oxford Mutluluk Ölçeği Kısa Formu ile elde edilmiştir. İlişkisel tarama modelinde yürütülen araştırmada verilerin analizi için SPSS Statistics 25 ve AMOS 24 programları kullanılmıştır. Araştırma kapsamında önerilen model, yapısal eşitlik modellemesi ile test edilmiş ve kabul edilebilir uyum değerleri ile doğrulanmıştır. Araştırma kapsamında yapılan fark istatistiklerine göre öğretmenlerin çözüm odaklı düşünce ve tüm alt boyutları, sürekli umut, yaşam doyumu ve mutluluk düzeyleri istenilen sosyal ilişkilere sahip olma durumuna göre farklılaşmıştır. Öğretmenlerin çözüm odaklı düşünce alt boyutlarından problemden ayırma, kaynakları harekete geçirme boyutları ile yaşam doyumu düzeyleri cinsiyetlerine göre istatistiksel olarak anlamlı düzeyde farklılaşmıştır. Modelde, çözüm odaklı düşünce ile mutluluk ilişkisinde erkek örnekleminde sürekli umut ve yaşam doyumunun kısmi aracılığı, kadın örnekleminde ise tam aracılık rolü saptanmıştır. Buna göre araştırmada öğretmenlerin çözüm odaklı düşünce düzeyinin sürekli umut ve yaşam doyumu düzeyleri üzerinde, bunların da mutluluk üzerinde anlamlı birer yordayıcı olduğu belirlenmiştir. Çözüm odaklı düşünce ile mutluluk arasında modelde belirlenen dolaylı etkinin anlamlı olduğu bulunmuştur. Bulgular alanyazın kapsamında tartışılmış araştırmacı ve uygulayıcılara çeşitli öneriler sunulmuştur.
... Values, hope, and the resilient recovery from drug addiction 5 According to Snyder (2000Snyder ( , 2002Snyder et al., 2002), goals are the first essential component of hope and represent its cognitive anchor. Hopeful people need to endorse valued goals that they desire to reach (Rand & Touza, 2020). ...
... Taking into account these conceptualizations, it emerges the connection between the definition of "goals" proposed by Snyder (2000Snyder ( , 2002Snyder et al., 1997Snyder et al., , 2002 and the "self- Russo et al. 6 ...
Background: Substance addiction is a psychosocial problem facing many people today. While the previous trend in addiction treatment was the harm reduction approach, nowadays it is fully recognized the importance of promoting human resources in order to help people to face the rehabilitation process, to prevent the risk of treatment dropout and future relapses, and to positively re-integrate them into the society. During the process of recovery from substance addiction, resilience is one of the most important protective factors against both dropouts and relapses. This study analyzed for the first time whether and the extent to which self-transcendence values (i.e., benevolence and universalism) promote resilience, considering the mediating role of hope, among patients in residential substance abuse treatment.
Method: Seventy-six Italian patients in residential treatment for substance addiction (86.5% males and 13.5% females; Mage = 40.23, SD = 10.88) participated to the study. Participants were asked to complete the Self-transcendence subscale from the Portrait Values Questionnaire, the Hope Scale, and the Connor Davidson Resilience Scale.
Results: Findings showed that self-transcendence values were positively related to resilience and that hope fully mediated (in a positive direction) this relationship. Self-transcendence values promoted resilience through the mediating role of hope.
Conclusions: This complex relationship suggests a holistic model of resilience during the process of recovery from substance addiction. Limitations of the study, practical implications, and future research developments are discussed.
... In schools, teachers are social agents who mold students to achieve their goals; teachers provide students with strategies to achieve their goals and motivate students to believe in their abilities [8]. Teachers may guide students to pass their courses or do better in life [5]. ...
... Regarding the weak association between engagement in social unrest and state-hope, a possible explanation might stem from the hope hierarchy model (31). At the bottom of the hierarchy there is the facet of hope that is most stable across time and experiences: trait hope. ...
Background
This study examined the interplay between engagement in social unrest, mental indicators, state-hope and demographic variables. In addition, mental indicators and state-hope were compared in line with levels of engagement in social unrest.
Methods
In a cross-sectional study, conducted from March 23 to April 10, 2023, 2031 Israelis were recruited via a survey company. Participants completed self-report questionnaires to assess engagement in social unrest, anxiety, social unrest related distress, state-hope and demographic variables.
Results
Participants with higher engagement in social unrest, who opposed the law reform, were prone to higher levels of social unrest related distress, anxiety, and lower levels of state-hope compared to those not engaged in social unrest activities or those who supported the law reform.
Conclusions
Concerns regarding unmet mental health needs, during and following social unrest, regardless of the engagement level, should be actively addressed by mental health professionals and health policy makers.
... Similar to a literature that explored hope as a potential mechanism to reduce the negative effects of bullying victimization on emotional difficulties, current study also wanted to explore on the effect of hope in bullying victimization. Snyder et al. (2002) proposed that low levels of hope in students are related to poor psychological adjustment and it was later supported by another study that suggested a more significant result on hope in reducing negative effects on later depression and anxiety (Arnau, Rosen, Finch, Rhudy, & Fornuato, 2007). These findings suggested that lack of confidence in setting goal and level of motivation to achieve a goal can affect depression and/or anxiety symptoms. ...
... En résumé, trois ingrédients sont indispensables pour penser avec espoir : les buts, penser avoir des moyens variés de les atteindre et à la volonté de les mettre en oeuvre. C"est parce que le choix d"une manière d"atteindre un but peut s"avérer inefficace que la personne doit penser en posséder plusieurs, mais elle doit avoir la volonté de les mettre en oeuvre de se montrer motivée jusqu'à leur atteinte effective (Snyder, Feldman, Shorey & Rand, 2002). ...
... The theory of hope postulates that emotions from hope-related cognition stem from the perception of goal achievement, thus facilitating the approach to focus on goal attainment. Adaptive perfectionists approach goals and high standards with significantly less distress [27] than do maladaptive perfectionists [28,29]. PsyCap involves Hope as one of its facets and this strengthens the probability that PsyCap would be associated with adaptive perfectionism, a required part of the model aimed at examining whether PsyCap mediates between adaptive perfectionism and procrastination. ...
Research on perfectionism and separately on procrastination is extensive and both are related in general to negative consequences. However, there has been little research on different forms of perfectionism (maladaptive vs adaptive) and the relationships with procrastination. One study (Seo, 2008) has suggested that self-efficacy mediates between adaptive perfectionism and procrastination in academic settings and leads to more productive outcomes. Identifying further such positive productive factors may prove useful in helping individuals deal with their perfectionism and-or their procrastination tendencies. Positive psychological capital (PsyCap) may be one such other mediator, as PsyCap involves not only self-efficacy but also resilience, hope and optimism—attributes that have been associated separately each in their own right with positive behaviour and not with normal academic procrastination Most studies of PsyCap have occurred in organisational settings and may also be considered to be important attributes in the academic setting. Psychological capital as a positive mediator between adaptive perfectionism and procrastination in an academic setting was therefore examined in the current study, with results supporting the mediation effect. The implication is that those students with perfectionistic attributes can be helped to control some of the negative outcomes (such as procrastination) by developing skills in psychological capital. How this might work is discussed. Further detailed studies are needed including replication and identification of other mediators.
... Regarding the weak association between engagement in social unrest and state-hope, a possible explanation might stem from the hope hierarchy model (23). At the bottom of the hierarchy there is the facet of hope that is most stable across time and experiences: trait hope. ...
Background
This study examined the interplay between engagement in social unrest, mental indicators, state-hope and demographic variables. In addition, mental indicators and state-hope were compared in line with levels of engagement in social unrest.
Methods
In a cross-sectional study, conducted from March 23 to April 10, 2023, 2015 Israelis were recruited via a survey company. Participants completed self-report questionnaires to assess engagement in social unrest, anxiety, social unrest related distress, state-hope and demographic variables.
Results
Participants with higher engagement in social unrest, who opposed the law reform, were prone to higher levels of social unrest related distress, anxiety, and lower levels of state-hope compared to those not engaged in social unrest activities or those who supported the law reform.
Conclusions
Concerns regarding unmet mental health needs, during and following social unrest, regardless of the engagement level, should be actively addressed by mental health professionals and health policy makers.
... Hope research, with respect to positive child development, has historically focused on middle childhood through emerging adulthood. Academically, hope is positively associated with academic achievement (from kindergarten through college), social skills, and college retention (Bryce et al., 2021;Gallagher et al., 2017;Marques et al., 2017;Seirup & Rose, 2011;Snyder et al., 2002a, b). In terms of psychological factors, high hope has been negatively associated with depression, internalizing behaviors, and anxiety, and positively associated with self-esteem, life satisfaction, optimism, and perceived competence (Chang, 1998;Feldman & Snyder, 2005;Marques et al., 2011;Onwuegbuzie & Daley, 1999;Valle et al., 2004). ...
Scientifically, hope is a multi-faceted cognitive-motivational construct grounded in one’s ability to set goals and then identify routes toward goal attainment and feel confident in pursuing them. Researchers have highlighted the role of hope to promote positive outcomes for children, ranging from improving academic achievement to supporting mental health and serving as a resilience mechanism to adversity. Although the scientific base for the study of hope has been growing, there are still areas that need integration and attention, particularly to understand the role of context in hope development across childhood. Specifically, we briefly review the literature regarding the influence of hope in child development, highlight existing shortcomings regarding the lack of integration of social and contextual factors—which is particularly important in the realm of child development—and tie these shortcomings to theoretical approaches that can be integrated when examining hope. While we acknowledge important hope work to date, our aim is to spur future researchers to contextualize hope in ways that test and further validate hope as a key indicator of developmental thriving in research and practice.
... In the contemporary psychological literature, there are debates about how to define hope. Snyder et al. (2002) have put forward a popular definition that hope is comprised of wills (agency) and ways (pathways) to accomplish a goal. In this framework, hope is driven by the perception of selfefficacy and available ways by which one can achieve desired outcomes. ...
Hope is known to be a crucial factor that can facilitate recovery from psychosis. In contrast, hopelessness has been associated with a variety of poor outcomes for people with psychosis, such as low self-esteem, depression, and suicide. While hope is central to recovery, the concept of hope can be challenging to identify and define. Furthermore, little is known about how psychotherapists can help people with psychosis reawaken a sense of hope that enables them to recover and lead meaningful lives with a severe mental illness. In this paper, the concept of hope is explored based on a selective review of the psychological and philosophical literature and through engagement with first-person accounts of psychosis. Following the review, key principles and interventions are described, including the importance of reckoning with therapist's hope, processing hopelessness, facilitating a sense of belonging, fostering agency, and making meaning of the psychosis and promoting spirituality, that can rekindle a sense of hope. These principles and interventions are transtheoretical and can be applied to a variety of psychotherapeutic orientations. Finally, future directions are considered and possible factors that might enable the formation of hope for people living with psychosis are explored.
... İkincisinde ise hedeflere ulaşmak için farklı yol ve alternatifleri deneme ve etkili olabilme çabası içindedir (Snyder, 2002). Umut, bireyin hedefini takip etme ve başarma yolunda güçlü bir inanca sahip olmaktır (Snyder, Feldman, Shorey, & Rand, 2002;Margalit & Idan, 2004). Halk dilinde umut, peşinden gidilmesi gereken gerçekleşmesi zor ve meşakkatli; başarılması yüksek haz veren bir durumdur. ...
Umut; olumlu beklentileri ifade etmek için kullanılmakta ve bireylerin öz-yeterlilik ve iyimserlik hali olarak ifade edilmektedir. Sosyal umut, bireylerin ait oldukları toplum ve grup içinde iyi ve anlamlı yaşam ve geleceğe dair sosyal hayaller ve kolektif vizyonlara dair beklentileri ve inancı ifade eder. Sosyal altsınıfların ve özellikle göçmen bireylerin geleceğe olan inanç ve umutlarını artırmada sosyal kaynaşma, sosyal sermaye ve ekonomik beklentiler önemli birer faktör durumundadır. Sosyal sermaye ve sosyal kaynaşma, etnik veya sınıfsal eşitsizliklerin azaltılması veya ortadan kaldırılmasında birer manivela görevi görebilmektedir. Çalışma, göçmenler ve diğer dezavantajlı grupların sosyal umutları ile sosyal sermayeleri, sosyal kaynaşmaları ve ekonomik beklentileri arasında ilişkiyi tespit etmeye çalışması nedeniyle nüfusunun %10’u kadar göçmen barındıran Türkiye açısından önemlidir. Çalışma bulguları; “Sosyal Sermaye (SS)” ile “Sosyal Umut (SU)” arasında pozitif yönde ve çok yüksek düzeyde (γ = 0,51; t = 6,30) ilintinin varlığını tespit etmiştir. Yine, “Sosyal Kaynaşma (SK)” ile “Sosyal Umut (SU)” arasında pozitif yönde ve çok yüksek düzeyde (γ = 0.86; t = 11,12) bir ilinti ve “Ekonomik Beklenti (EB)” ve “Sosyal Umut (SU)” arasında pozitif yönde ve çok yüksek düzeyde (γ = 0,84; t = 12,04) bir ilinti saptamıştır. Göçmenler veya dezavantajlı gruplar için sosyal umudun varlığı, toplum içinde daha iyi yaşam ve başarı vizyonlarına ulaşabilme fırsat ve imkânlarının varlığına işaret etmektedir.
... Developmental psychologists have recognized that the foundations of agentic and pathways related thinking are set in early years. This suggests that supporting and encouraging children to maintain high motivation and navigate opportunities is paramount in paving the way for achieving better life chances (Snyder, 1994, Snyder et al., 2002. ...
The ongoing COVID19 pandemic is having detrimental effects on the mental and emotional well-being of many adults and children. It is relevant therefore to explore the combination of personal strengths and attributes that can help an individual develop resilience to such stress. Little is known about how psychological strength assets resilience factors such as social connectedness, grit, hope, life meaning, and life satisfaction are inter-related, and if certain factors play a central role. This study involved a sample of 1,405 school-aged children in Hong Kong (50% female) from seven schools that participated in an online survey of psychological strengths. Data were analyzed by constructing a psychological network that found strength factors are inter-connected, and that ‘school connectedness’ and ‘agency thinking’ are central to the network. The information gained can be of value in any schools that are planning to provide strength-based interventions to help students maintain their psychological well-being during and after the COVID-19 pandemic.
... In adolescence, individuals are faced with making important choices that can affect their lives well in the future. Each option is embedded in it a power that is believed to set meaningful goals, see how to achieve goals, and drive those goals (Snyder, Feldman, Shorey, & Rand, 2002). Reinforcement of hope will help individuals succeed and perform various developmental tasks (Aminah, Ilfiandra, and Saripah, 2020). ...
COVID-19 has affected the world of education in particular. The COVID-19 pandemic created a new conceptualization of schools with learning methods changed to learning from home, having limited interaction with teachers and classmates. Transitioning and adapting to a new way of life has an emotional impact on students. The current situation creates uncertainty, fear, and hopelessness. The emergence of despair in students is an example of the low power of hope in students, which will have a broad impact on other dimensions of life. This study is a literature review that discusses how strength-based counseling can help increase student hope during COVID-19. This literature review can be used as a reference for counselors through the self-strength counseling model.
... Indeed, previous research has shown that hope is a skill that can be taught and cultivated during adolescence, a developmental period in which youth set increasingly complex goals and make autonomous choices (McDermott & Hastings, 2000;Snyder et al., 2002). In light of the pandemic, adult socializers (e.g. ...
Introduction:
The COVID-19 pandemic has disrupted the lives of U.S. students both at home and at school; Little is known regarding how adolescents perceive COVID-19 has impacted (both positively and negatively) their academic and social lives, and how protective factors, such as hope, may assist with resilience. Importantly, not all pandemic experiences are necessarily negative, and positive perceptions, as well as potential protective factors, are key to understanding the pandemic's role in students' lives.
Method:
Utilizing quantitative and qualitative approaches, the present study descriptively examined 726 6th through 12th grade (51% female, 53% white) students' perceptions of how COVID-19 related to educational and life disruptions, and positive aspects of their lives, within the United States. Analyses additionally explored the role of pre-pandemic hope in improving feelings of school connectedness during the pandemic.
Results:
Results showed that most students felt that switching to online learning had been difficult and their education had suffered at least moderately, with a sizable proportion of students feeling less academic motivation compared to last year. When asked to share qualitative answers regarding perceived challenges and positive aspects of life, themes were consistent with quantitative perceptions. Students' pre-pandemic hope positively predicted students' feelings of school connectedness.
Conclusions:
Findings paint a complex picture of youth's COVID-19 experiences and have implications for proactive ways to support students as COVID-19 continues to affect daily life and educational structures and practices.
... This finding illustrates the potential value of improving hope as a target for interventions. The strategies such as identifying personal strengths, improving faith in addressing barriers and achieving goals can be adopted to improve the hope of adolescents (Snyder, 1995;Snyder et al., 2002Snyder et al., , 2006. Such hope-inducing interventions may help alleviate the negative effects of deprivation on the HRQoL of poor adolescents. ...
This study investigates how objective and subjective deprivation affect the health-related quality of life (HRQoL) of Chinese adolescents, and examines how hope moderates this influencing mechanism. A multi-stage cluster random sampling method is used to recruit 1280 adolescents from junior and senior high schools in Hebei Province, China. The moderated mediation model is validated using PROCESS macro for SPSS. Results show that objective deprivation increases subjective deprivation, which in turn, reduces adolescent HRQoL. The negative effect of objective deprivation on HRQoL is only significant for adolescents with low hope, whereas the negative effect of subjective deprivation on HRQoL is only significant for adolescents with high hope. In conclusion, hope plays significant but different moderating roles in the links of HRQoL with objective and subjective deprivation. Practical implications are also provided for social policy and interventions.
... De faç on générale, l'espoir peut être assimilé à un système de croyances hiérarchisé en différents niveaux d'abstraction (Snyder, Feldman et al., 2002). Ceux-ci s'influencent mutuellement et présentent un certain degré de stabilité au regard de leur position dans ce système hiérarchique de croyances. ...
... Frontiers in Psychology | www.frontiersin.org though they might show slow progress (Snyder et al., 2002). Miranda and Cruz (2020) indicated that optimism helped students cope with challenges in college. ...
The present study aims to examine whether self-efficacy mediates the relationship between optimism, dimensions of psychological well-being, and resilience among Iranian students. The participants in this study included 251 Iranian students from Universiti Putra Malaysia (UPM). Structural equation modeling using AMOS 20.0 was used to analyze the data. The results indicated that there were significant relationships between optimism, dimensions of psychological well-being, and resilience among Iranian students of UPM. The study findings presented that self-efficacy mediated the relationship between dimensions of psychological well-being (environmental mastery, autonomy, self-acceptance, positive relations with others, personal growth, and purpose in life) and resilience among Iranian students of UPM. Furthermore, self-efficacy was not observed to mediate the influence of optimism on resilience among Iranian students of UPM. The study’s findings help to understand the interrelationship between self-efficacy, various dimensions of psychological well-being, and resilience. Consequently, counselors, psychologists, and instructors can develop and plan valuable strategies to enhance students’ psychological factors.
... In Feldman and Snyder's view also, hope and life meaning are related to each other, so that they consider hope as a factor of life meaning 29) . ...
Introduction: With regard to hope which is an essential compatible source for chronic patients, it affects their attitude, health status, and life quality. This study was conducted to determine the effect of spiritual therapy training on the hope of patients with multiple sclerosis (MS). Method: This study was a randomized clinical trial on MS patients that was performed in 2017. The statistical sample included 60 people who were randomly divided into two groups of experiment and control. To measure patient's hope, Miller's hopeful's questionnaire was used before and after the completion of the training. The training group received spiritual therapy training program for 8 sessions. Data analysis was done using SPSS v.20 software. Findings: The mean age of the patients participating in the experimental and control groups was respectively 38.43 ± 9.81 and 38.37 ± 9.62.The results of paired t-test showed that there is a significant difference in the mean scores of hope in spiritual therapy of experimental group before and after intervention (p < 0.0001). Conclusion: it is necessary to pay attention to mental and psychological dimension and considering counseling and psychotherapy programs for these patients.
This research article explores the impact of an intervention aimed at enhancing hope among senior secondary school students. The investigation was carried out in the Bokaro district of Jharkhand, India. The study focuses on the changes observed in scores on the Children Hope Scale (CHS), Students’ Life Satisfaction Scale (SLSS), and Self-Worth Sub-Scale (SWS) to assess the effectiveness of this intervention. The results reveal significant increases in hope, life satisfaction, and self-worth among the participants, aligning with prior research emphasizing the positive outcomes of interventions that foster goal-directed thinking and hope. The intervention’s strengths-oriented approach empowers students to identify and pursue meaningful goals, which leads to increased life satisfaction. The limitations of this investigation emphasize the need for future research with larger and more diverse samples to enhance the generalizability of the findings. The study encourages educators and clinicians to consider strengths-based approaches for fostering positive development among school students and creating a more conducive learning environment. The research emphasizes the importance of addressing psychological constructs in educational settings, as fostering hope, life satisfaction, and self-worth can have long-lasting effects on students’ well-being and academic performance. The study serves as a valuable contribution to the field of positive education, paving the way for further research on the effectiveness of similar interventions in diverse educational contexts. Additionally, understanding how different stakeholders perceive the benefits of such interventions can guide the design of future studies, making a significant impact on students’ psychological development.
Bu araştırma, yetişkin bireylerdeki travma sonrası büyüme ile yaşamda anlam arayışı arasındaki ilişkide umudun aracı rolünü incelemek amacıyla gerçekleştirilmiştir. Bu amaç doğrultusunda ilişkisel tarama yöntemi kullanılarak yapılan çalışmada, Sosyodemografik Bilgi Formu, Travma Sonrası Büyüme Envanteri (TSBE), Yaşamda Anlam Ölçeği (YAÖ) ve Sürekli Umut Ölçeği (SUÖ) kullanılmıştır. Çalışma 20-65 yaş arasında olan 424 kişinin gönüllü katılımıyla yürütülmüştür. Travma sonrası büyüme ile yaşamda anlam arayışı arasındaki ilişkide umudun aracı rolü Process 4.2 kullanılarak incelenmiştir. Bulgular sonucu travma sonrası büyüme ile yaşamda anlam arayışı arasındaki ilişkide umudun kısmi aracı role sahip olduğu saptanmıştır. Travma sonrası büyümenin yaşamda anlamı pozitif yönde yordadığı görülmüştür. Travma sonrası büyüme ve sürekli umut değişkenleri yaşamda anlam puanındaki varyansın %35’ini açıklayabilmektedir. Sürekli umut bağımsız değişkeninin ise travma sonrası büyüme puanındaki varyansın %13’ünü açıkladığı görülmektedir. Elde edilen bulgularla bireylerin büyüme ve anlam yaratma süreçlerinde umudun önemi vurgulanmıştır. Türk popülasyonda yapılan bu çalışma, farklı kültürlerle karşılaştırma olanağı sunacağı için önem arz etmektedir. Araştırma sonuçlarına dayalı olarak, ruh sağlığı profesyonelleri tarafından travmatik olaylara yönelik yürütülen psikososyal destek çalışmalarında ve psikolojik müdahalelerde acı veren deneyimlerin ruhsal gelişime katkısında umudun gücünün hesaba katılmasının, travmatik olaylara maruz kalmış bireylerin iyileşme süreçlerini destekleyeceği düşünülmektedir.
Education is the foundation of everything. Teachers are the primary builders of quality education. The quality of education is enhanced by preparation before education, coordinated management of the education process, and reliable measurement and evaluation of educational outcomes. In this context, teachers’ attitudes towards measurement and evaluation play a significant role in quality education. Cognitive and affective characteristics are crucial factors that influence teachers’ or candidates’ attitudes toward measurement and evaluation. The present study is unique in its development of a hypothetical model to examine the relationships among self-efficacy, attitude of measurement and evaluation, hope, and satisfaction. The study sample consisted of 534 individuals from Turkey, with 351 women and 183 men aged 18-25. Convenience sampling was used to select the participants, which is a non-probability sampling method that involves selecting participants who are easily accessible to the researcher. In this case, the participants were university students from Turkey who were recruited via Google Forms. Participants completed the Self-Efficacy Scale, the Hope Scale, the Life Satisfaction Scale, and the Attitude of Measurement and Evaluation Scale. Mediation analysis was conducted using Hayes’ (2017) process macro. The findings of the study support the proposed model, which suggests that hope and life satisfaction mediate the relationship between self-efficacy and attitude of measurement and evaluation. In other words, as individuals’ hope and life satisfaction increase, their self-efficacy and attitude of measurement and evaluation also increase. The conceptual framework presented within this research demonstrates considerable potential as a pioneering approach for academic exploration. This framework may potentially function as an original blueprint for scholars within the discipline. Both professionals and academics can utilize the conclusions drawn from this study to formulate psycho educational interventions with a wellness emphasis, directed at individuals. These interventions aspire to augment the self-efficacy, hope, and life satisfaction of university students.
Bu çalışmada akılcı olmayan inançlar ve yaşam doyumu ve gelecek vizyonları arasındaki ilişkiyi, akılcı olmayan inançların ve yaşam doyumunun gelecek vizyonları üzerindeki yordayıcılık etkisini belirlemek amaçlanmıştır. Bu amaçla veri toplamak için Yaşam Doyumu, Akılcı Olmayan İnançlar ve Gelecek Vizyonları Ölçeği kullanılmıştır. Bu araştırma için de ayrıca her ölçme aracının güvenirlik sonuçları için analizler yapılmıştır. Araştırma için kurumlardan gerekli izinler alınmıştır. Araştırmaya Hatay il merkezindeki liselere devam eden her sınıf düzeyinden 328’i (%54.44) kız, 243’ü (%42.55) ise erkek toplam 571 gönüllü öğrenci katılmıştır. Verilerin analizinde değişkenler arası ilişkiler belirlemek için korelasyon, bağımsız değişken olan yaşam doyumu ve akılcı olmayan inançların gelecek vizyonları üzerindeki yordayıcılık etkisi için de regresyon analizi kullanılmıştır. Elde edilen sonuçlara göre yaşam doyumu ile akılcı olmayan inançlar arasında negatif, yaşam doyumları ile gelecek vizyonları arasında pozitif, akılcı olmayan inançlar ile gelecek vizyonları arasında negatif yönlü anlamlı ilişkiler bulunmuştur. Yaşam doyumu ve akılcı olmayan inançların ise gelecek vizyonlarını yordadığı sonucuna ulaşılmıştır. Araştırma bulguları benzer çalışmalar ele alınarak tartılışmış ve önerilerde bulunulmuştur.
Research demonstrates the relationship between dispositional hope and GPA, but mixed results regarding the relationship between dispositional optimism and GPA. Hope and optimism also have been shown to predict academic motivation. However, no study has yet investigated all of these factors together, and most research concerns only Western samples. In a cross-sectional sample of 129 Hong Kong university students, we administered measures of internal hope (hope regarding one's own capabilities), external-family hope (hope derived from family), optimism, and intrinsic and extrinsic academic motivation. We found significant zero-order correlations between internal hope and GPA, but not between external-family hope nor optimism and GPA. Mediation analyses showed that internal hope directly related to GPA, and did not appear mediated by academic motivation. Given our findings, future studies testing hope-based interventions in similar samples may be warranted. We discuss implications for culturally adapting hope interventions.
Özel öğrenme güçlüğü okuma, yazma ve matematiksel becerilerin en az birinin yerine getirilmesinde yaşanan akademik güçlüklerle kendini gösteren ve ömür boyu süren bir durum olarak kabul edilmektedir. Yaşanan bu güçlükler akademik güçlüklerin yanı sıra aynı zamanda öğrencilerin sosyal-duygusal açıdan çeşitli problemler yaşamasına neden olmaktadır. Ayrıca öğrencilerin yaşam doyumlarına ve umutlarına ilişkin algıların da zaman içerisinde olumsuz etkilenmesine yol açtığı kabul edilmektedir. Bu nedenle günümüzde özel öğrenme güçlüğü olan öğrencilerin sayısının da artış göstermesi de dikkate alınarak özel öğrenme güçlüğü tanısına sahip öğrencilerin sosyal-duygusal öğrenme becerilerine, yaşam doyumlarına ve umutlarına yönelik görüş ve deneyimlerinin ortaya konması amaçlanmıştır. Bu kapsamda araştırmada insanların dünyayı nasıl algıladıklarına ve edindikleri tecrübelerin anlamlandırılmasına ve yorumlanmasına dayanan nitel araştırma yöntemi kullanılmıştır. Araştırmanın deseni olarak da nitel araştırma yöntemleri arasında yer alan ve bir olguyu ayrıntılı anlamlandırmak ve incelemek amacıyla kullanılan fenomenolojik (olgubilim) araştırma deseni kullanılmıştır. Bu kapsamda veriler 2021- 2022 eğitim-öğretim yılı içerisinde zaman ve araştırmanın çalışma grubuna ulaşmada yaşanan güçlükler dikkate alınarak 25 ilköğretim öğrencisinden elde edilmiştir. Çalışma grubunun belirlenmesinde ölçüt (kriter) çalışma grubu belirleme yöntemi kullanılmıştır. Özel öğrenme güçlüğü tanılı öğrencilerden veriler araştırmacı tarafından oluşturulan kişisel bilgi formu ve yarı-yapılandırılmış görüşme formundan elde edilmiştir. Araştırmada verilerin analizlerinde MAXQDA Analytics Pro 2022 programından yararlanılarak betimsel analiz ve içerik analizi teknikleri kullanılmıştır. Özel öğrenme güçlüğü tanılı katılımcıların görüş ve deneyimlerinden elde edilen ifadelerin analiz edilmesi sonucunda sosyal-duygusal öğrenme becerilerine ilişkin öz-farkındalık, akademik öz-yeterlik, sosyal farkındalık, öz-yönetim ve iletişim becerileri temalarına ulaşılmıştır. Ayrıca araştırmada yaşam doyumu ve umut temaları elde edilmiştir. Elde edilen bulgular literatür doğrultusunda tartışılarak araştırmacılara ve uygulayıcılara yönelik çeşitli önerilerde bulunulmuştur.
The current research aims at investigating the effectiveness of internet-based schema therapy in reducing health anxiety and improving hope among a sample of university students during COVID- 19 Pandemic.The research sample consists of 30 students (M= 20.8, SD= 1.2). The research utilized the experimental and the clinical method. The research instruments were implemented including the following: the Therapy Program, Health Anxiety Measurement, Hope Measurement, the Socio-economic Status Form, Case Study, and TAT Test. Results showed the effectiveness of internet-based schema therapy in reducing health anxiety and improving hope among a sample of university students during COVID-19 Pandemic and the continuity of its effectiveness during the follow-up. Results of the clinical study study showed the individual characteristics of rhe case, its personality dynamics before and after implementing the program and underlying dynamic reasons and factors behind health anxiety. In light of the current research results, a number of recommendations are presented.
Key words: Internet- based Schema Therapy, Health Anxiety, Hope.
The increasing prevalence of mental disorders among children warrant an investigation to evaluate the effectiveness of mental health prevention program to help children dealing with life challenges effectively. A quasi-experimental pre prevention-post prevention research design was conducted to evaluate the effectiveness of Hopeful Mind program among primary school children in Malaysia. Sixty-nine primary school children aged 10-11 participated in this study. Thirty-seven of them were randomly assigned in prevention group and 32 of them were assigned in control group. Results showed that the depressive symptoms for the prevention groups decreased significantly. The prevention group showed a significant improvement in their negative emotional regulation and in controlling their emotions. Results also showed some significant findings between genders. Male children reported significant decreased score in depression and gained significant score improvements in emotional control than the female. Thus, the present study suggested that Hopeful Mind program is feasible in supporting Malaysia children in terms of reducing their depressive symptoms, regulating and controlling their emotion. Several limitations and recommendation for future studies were discussed and presented.
Childhood trauma was found to increase the risk of aggression and disruptive behavior in classrooms. The disruptive behavior risks exposure to the school-to-prison nexus, a result of inequities in zero tolerance and exclusionary policies. The coronavirus disease (COVID-19) pandemic disrupted the world's learning systems leaving in its wake feelings of anxiety, depression, fear, uncertainty, and hopelessness. This exacerbated the existing trauma experienced by students. Thousands of studies involving hope theory advanced to a science with predictable outcomes and progressively more benefits for dealing with childhood trauma. The eight recommended practical strategies for higher hope include acknowledging that hope takes work, understanding the tenets of hope theory, emphasizing a personal approach to student needs, protecting educators from vicarious trauma, listening more and talking less, developing ambassadors of hope, and creating partnerships of hope focused on positive experiences, effective communication, and resilience to reduce the effects of childhood trauma.
Although researchers have documented the importance of school culture and the student-teacher relationship for academic success, limited work addresses how the collective efficacy of teachers within a school and student-teacher relationships may interact to predict student cognitive-motivational skills such as hope. Because hope is influential to students’ academic success, the current study investigated these relations among middle school students (n = 297; 47% female; 56% White) and their homeroom teachers (n = 17; 88% female; 71% White). Results from a cross-level interaction model showed positive direct effects from collective teacher efficacy and student-teacher relationship to student hope, and an interaction effect; collective efficacy was related to higher student hope under the condition of a higher-quality student-teacher relationship. Findings highlight the relations of teacher-level factors and student hope during middle school, a critically important period for academic development. Further, findings highlight how addressing school culture, and individual-level training for teachers, may be important avenues for promoting student hope.
Tujuan penelitian ini adalah untuk mengetahui pengaruh pelatihan harapan terhadap peningkatan efikasi diri akademik. Penelitian ini menggunakan metode eksperimen dengan desain eksperimen nonrandomized pretest-posttest control group design. Karakteristik subjek dalam penelitian yaitu siswa kelas VIII SMP Muhammadiyah 3 Semarang dan bersedia mengikuti program pelatihan harapan secara lengkap. Subjek penelitian berjumlah 40 siswa yang terdiri dari 20 siswa kelompok eksperimen dan 20 siswa kelompok kontrol. Manipulasi perlakuan yang diberikan kepada kelompok eksperimen berupa pelatihan harapan yang dilakukan dalam tiga kali pertemuan. Alat ukur yang digunakan adalah Skala Efikasi Diri Akademik yang disusun dari tiga dimensi yaitu level, generality, dan strength. Hasil pengujian hipotesis dengan Paired Sample T-Test menunjukkan peningkatan skor efikasi diri akademik dengan nilai p < 0,05. Artinya ada peningkatan efikasi diri akademik sebelum dan sesudah perlakuan. Hasil pengujian hipotesis dengan Independent Sample T-Test menunjukkan nilai p < 0,05. Artinya, terdapat perbedaan antara kelompok eksperimen dan kelompok kontrol setelah perlakuan diberikan. Berdasarkan hasil tersebut, maka disimpulkan bahwa ada pengaruh yang signifikan pada pelatihan harapan terhadap peningkatan efikasi diri akademik.
Bu araştırmanın amacı, umut ve azime dayalı müdahale programının ergenlerin öz yeterliklerine etkisini incelemektir. Araştırmada yöntem olarak 2x2’lik ön-son test kontrol gruplu deneysel desen kullanılmış olup, çalışma grubunu 2019-2020 öğretim yılında XXX ilindeki bir ortaokulda öğrenim gören 18 öğrenci oluşturmuştur. Katılımcılar, seçkisiz olarak deney (n=9) ve kontrol grubuna (n=9) atanmışlardır. Katılımcılara ön ve son testte Genel Öz Yeterlik Ölçeği uygulanmıştır. Deney grubuna, haftanın iki günü olmak üzere yedi oturumluk umut ve azime dayalı müdahale programı uygulanmıştır. Oturumlar, 40-50 dakika arasında değişen sürelerde gerçekleştirilmiştir. Verilerinin analizinde bağımsız gruplar için t-testi ve tekrarlanmış ölçümler için iki yönlü ANOVA kullanılmıştır. Araştırma bulguları, programa katılan ergenlerin son test öz yeterlik puan ortalamalarının hem deney grubu ön test puanlarına göre hem de kontrol grubundaki ergenlerin son test puanlarına göre anlamlı olarak daha yüksek olduğunu göstermektedir. Sonuç olarak, umut ve azime dayalı müdahale programının ergenlerin öz yeterliklerini arttırmada etkili olduğunu göstermektedir.
Dominated by uncertainties, today’s work world pushed university students to exhibit proactive career behaviors. Thus, this created a need for more research conducted to determine the variables associated with proactive career behaviors, on the grounds that additional research may contribute to an increase in proactive career behaviors. In this context the study explored the mediating role of visions about the future and the moderating role of intolerance of uncertainty in the relationship between university students’ life goals and their proactive career behaviors. The study was carried out with 519 students (299 females and 220 males) studying at a university in the Eastern Mediterranean Region of Turkey. The Scale of Setting Life Goals with Respect to Positive Psychotherapy, the Visions about the Future Scale, the Career Engagement Scale, and the Intolerance of Uncertainty Scale were employed as data collection tools. Data were analyzed using correlation analysis, structural equation modeling methods, and regression analysis based on the bootstrap method. The correlation analysis revealed a positive relationship between proactive career behaviors, life goals and visions about the future, and a negative relationship between proactive career behaviors and intolerance of uncertainty. Furthermore, the analyses put forth that visions about the future have a mediating role in the relationship between life goals and proactive career behaviors and that intolerance of uncertainty has a moderating role in the same relationship. Increasing university students’ life goals and their visions about the future and reducing their intolerance of uncertainty will help them exhibit proactive career behaviors.
Konseling bertujuan mengetahui dan membantu menyelesaikan masalah yang terjadi dalam proses pendidikan dan dapat dimanfaatkan bagi pengembangan peserta didik, tindakan kelas oleh guru dan keputusan penting lainnya. Pemahaman tentang hasil psikotes dan hasil pelatihan OMD ini diharapkan dapat meningkatkan kesejahteraan peserta didik di sekolah. Analisis dilakukan dengan membuat profile sesuai tema dalam orientasi masa depan, aspek kecerdasan dan Hasil Konseling. Hasil dari Penelitian menunjukan Tingkat kecerdasan peserta didik 80 % berada pada taraf rata-rata dan terdapat 3 orang pada kecerdasan di atas rata-rata., 50 % peserta didik tidak mengambil jurusan yang sesuai dengan hasil Psikotes pada pengabdian. Hampir seluruh peserta menggunakan kata Dream, mimpi sebagai kata kunci untuk mengembangkan rencananya. Tujuan-tujuan yang dikembangkan selain tujuan individual juga tujuan-tujuan Sosial. Sebagian besar belum mengetahui langkah-langkah apa yang harus diambil bagi masa depannya, namun maping yang dibuat cenderung lebih luas dan lengkap.
Bu çalışmanın amacı, okul psikolojik danışmanlarının psikolojik iyi oluşları üzerinde psikolojik sermaye ve başa çıkma tarzlarının rolünü belirlemektir. İlişkisel araştırma modeline göre tasarlanan bu çalışmanın örneklemi gönüllü olarak katılım sağlayan 157 kadın ve 57 erkek toplam 214 psikolojik danışmandan oluşmaktadır. Araştırmada veriler Demografik Bilgi Formu, Mental İyi Oluş Ölçeği (Keldal, 2015), Örgütsel Psikolojik Sermaye Ölçeği (Çetin ve Basım, 2012) ve Stresle Başa Çıkma Tarzları Ölçeği (Şahin ve Durak, 1995) kullanılarak elde edilmiştir. Verilerin analizinde Pearson momentler çarpımı korelasyon tekniği ve hiyerarşik regresyon analizi kullanılmıştır. Araştırma bulgularına göre okul danışmanlarının psikolojik iyi oluşları ile iyimserlik, psikolojik dayanıklılık, umut, öz yeterlik, kendine güvenli yaklaşım ve iyimser yaklaşım arasında pozitif yönde; çaresiz yaklaşım ve boyun eğici yaklaşım ile negatif yönde anlamlı ilişkiler belirlenmiştir. Çalışmada son olarak iyimserlik, umut, öz yeterlik, kendine güvenli yaklaşım ve iyimser yaklaşımın psikolojik iyi oluşun önemli yordayıcıları olduğu; psikolojik dayanıklılık, sosyal destek arama, çaresiz yaklaşım ve boyun eğici yaklaşımın ise modele katkısının anlamsız olduğu sonucuna ulaşılmıştır.
Çalışma ile koronavirüs (Kovid-19) sürecini yaşayan bireylerin; yalnızlık düzeyleri,
umutsuzluk algıları, hayatta anlam niteliği, dini başa çıkma yönü ve kader algıları bazı
sosyodemografik değişkenlere göre araştırılmıştır. Bunun için betimsel desen tercih edilmiş olsa da söz konusu olgunun değişkenlerle olan ilişkisi hakkında bilgi sahibi olmak tek başına bu yöntemle mümkün olmadığından araştırmanın nicel boyutu, betimsel desenin yanında ilişkisel desenle birlikte kurgulanmıştır. Araştırma, belirtildiği üzere birinci aşamada betimsel ve ilişkisel araştırma deseni ile ikinci aşamada ise deneysel bir araştırma deseni ile yürütülmüştür.
The COVID-19 pandemic has adversely affected the academic progress and wellbeing of many students, resulting in a greater sense of hopelessness and despair. These consequences are particularly devastating for many children living in urban communities, where poverty and a lack of resources prevent them from accessing high-quality learning, health care, and social programs. To understand the enormity of the problems associated with the growing hopelessness of our school-aged children, this article describes the factors affecting hope, how schools can foster hope, the skills and mindsets educators need to instill hope, and the positive outcomes of producing more hopeful students.
The prevalence of issues adversely affecting people’s mental health has become a growing concern in Canada. Unfortunately, only one in four young people affected with mental health problems receives professional help (Sawyer et al., 2000). However, Gallagher and Lopez (2009) found that being hopeful is favourably associated with the growth of positive mental well-being. In support, a more recent study found that hope has a unique value in schools that strive to promote their students’ overall well-being (Idan & Margalit, 2013). Thus, the purpose of this qualitative study was to describe educators’ experience in applying Snyder’s tenets of hope theory: goals, pathways, and agency, within the context of their educational practice, at the elementary level of an Islamic school in Canada.
A qualitative descriptive research methodology was most appropriate for the nature of this study through the utilization of three research questions describing (1) the extent and in what ways were educators able to apply hope theory in their educational practice, (2) what did educators observe as impactful on the students’ learning and their teaching practice, and (3) what suggestions do educators have for themselves other educators applying the hope theory approach in their educational practices.
Eighteen educators voluntarily participated in this study during the 12-week application period. For orientation on the construct of hope theory and its relation to their educational practice, the educators were invited to participate in professional learning at the initial stage, followed by ongoing support throughout the 12 weeks. All educators are elementary school teachers with experience ranging from one to 15 years.
Data collection for this qualitative descriptive study was directed toward understanding educators' experience applying hope theory in their educational practice based on how the theory was applied, what impact educators observed and what suggestions they proposed.
The first question that explored the extent and in what ways were educators able to apply hope theory in their educational practice found that (a) there can be variation in the extent to which hope theory is applied, (b) hope theory can be applied for positive reframing, (c) hope theory can be a construct to appreciate barriers and (c) as a framework, hope theory can facilitate proactive thinking.
The second question sought to describe what educators observed as impactful on students' learning and their professional learning. Educators described that hope theory has the potential to (a) influence students' self-confidence, (b) engage parents' support in their children's education and (c) inspire their students and themselves to be reflective in thinking.
The third question captured proposed suggestions for implementing hope theory in educational practice. The first suggestion recommended that professional learning on hope theory should be an ongoing process. In their second suggestion, educators observed that hope theory could potentially cultivate positive changes if educators are ready to rethink instructional practices. An important point derived from the second suggestion is for educators to complement hope theory with another mindfulness theory such as growth mindset or literature from the faith (Islam) to help students make the connections.
This study was one step toward exploring the impact of hope theory in the context of Islamic schools through the lens of elementary educators. It is important to point out that applying hope theory within educational practices is not a solution and will not resolve mental illness. However, cultivating habits of hope through the application of hope theory may support the three out of four affected students navigate through immediate obstacles while securing a direction to alternative means (Shade, 2006), of coping mechanisms.
In this research, the relationships between social media addiction (SMA) and self-regulation levels among university students were investigated. A sample of 329 (234 women, 95 men) university students with the age range 18-29 were selected. SMA and self-regulation scales were administered to the sample. The multiple regression analysis revealed that SMA was predicted by self-monitoring; self-evaluation and self-reinforcement did not predict SMA. The regression model accounted for 17% of the variance in SMA, while self-regulation predicted the SMA levels and the regression model accounted for 7% of the variance in SMA. Independent sample t test demonstrated that there were no gender differences between the means of SMA and self-regulation. But, there was a significant difference between the means of SMA of working students and non-working students, non-working students SMA mean scores were higher.
Öz: Bu çalışmanın amacı ergenlerdeki kimlik gelişimi ile akademik motivasyon ve umut düzeyleri arasındaki ilişkilerinde temel psikolojik ihtiyaçların aracı
rolünü belirlemektir. Katılımcılar, sosyokültürel yapısı oldukça geniş olan bir
şehrin en büyük ilçesindeki farklı lise türlerine devam eden 480 lise öğrencisinden oluşmaktadır. Araştırmanın amacına uygun olarak Kişisel Bilgi Formu, Kimlik Gelişiminin Boyutları Ölçeği, Akademik Güdülenme Ölçeği, Temel Psikolojik
Gereksinimlerinin Doyumu Ölçeği – Lise Formu ve Sürekli Umut Ölçeği kullanılmıştır. Her bir temel psikolojik ihtiyaç ayrı ayrı aracı değişken olarak incelendiği için farklı yapısal eşitlik modeli oluşturulmuştur. Bulgulara göre, kimlik gelişiminin içsel yatırımda bulunma boyutu dışındaki diğer boyutlar ile akademik
güdülenmenin ve umut arasındaki ilişkiye özerkliğin ve yeterliğin aracılık ettiği
görülmüştür. Kimlik gelişiminin seçeneklerin saplantılı araştırılması ve seçeneklerin derinlemesine araştırılmasından akademik güdülenme ve umut arasındaki
ilişkiye ilişkisellik doyumunun aracılık ettiği söylenebilir.
The purpose of this study was to investigate the mediating role of satisfaction
of basic psychological needs in the relationship of adolescent identity development, academic motivation and hope. Participants consisted of 480 high school
students attending different high schools in the biggest district of a city with
a broad sociocultural structure. The Personal Information Form, Dimensions of
Identity Development Scale, Academic Motivation Scale, Basic Psychological Needs Scale - High School Form and Dispositional Hope Scale were administered as
data collection tools. Since each basic psychological need was examined separately as an intermediary variable, different structural equality models had been established. According to the findings, autonomy and competence were mediated
by the relationship between the dimensions of identity development other than
the dimension of internal investment and academic motivation and hope. It can
be said that relatedness satisfaction mediates the relationship between academic
motivation and hope from the obsessive exploration of options and in-depth exploration of options in identity development.
Bu çalışmanın amacı ergenlerdeki kimlik gelişimi ile akademik motivasyon ve umut düzeyleri arasındaki ilişkilerinde temel psikolojik ihtiyaçların aracı rolünü belirlemektir. Katılımcılar, sosyokültürel yapısı oldukça geniş olan bir şehrin en büyük ilçesindeki farklı lise türlerine devam eden 480 lise öğrencisinden oluşmaktadır. Araştırmanın amacına uygun olarak Kişisel Bilgi Formu, Kimlik Gelişiminin Boyutları Ölçeği, Akademik Güdülenme Ölçeği, Temel Psikolojik Gereksinimlerinin Doyumu Ölçeği – Lise Formu ve Sürekli Umut Ölçeği kullanılmıştır. Her bir temel psikolojik ihtiyaç ayrı ayrı aracı değişken olarak incelendiği için farklı yapısal eşitlik modeli oluşturulmuştur. Bulgulara göre, kimlik gelişiminin içsel yatırımda bulunma boyutu dışındaki diğer boyutlar ile akademik güdülenmenin ve umut arasındaki ilişkiye özerkliğin ve yeterliğin aracılık ettiği görülmüştür. Kimlik gelişiminin seçeneklerin saplantılı araştırılması ve seçeneklerin derinlemesine araştırılmasından akademik güdülenme ve umut arasındaki ilişkiye ilişkisellik doyumunun aracılık ettiği söylenebilir.
Bu araştırmada COVID-19 salgın sürecinde sokağa çıkma yasağı olan ergenlerin psikolojik sağlamlık ve umut düzeylerinin çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Buna ek olarak, salgın sürecinde sokağa çıkma yasağı olan ergenlerin sıfatlara dayalı kişilik özelliklerinin umut ve psikolojik sağlamlıklarını yordama düzeyinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu İstanbul Arnavutköy ilçesinde bulunan ve farklı liselerde öğrenim gören 2227’si kız (%60,1) ve 1477’si erkek (%39,9) olmak üzere toplam 3704 ergen oluşturmaktadır. Araştırmada ilişkisel tarama modeli kullanılmış olup veriler, Sürekli Umut Ölçeği, Psikolojik Sağlamlık Ölçeği ve Sıfatlara Dayalı Kişilik Ölçeği ile elde edilmiştir. Araştırma sonucunda, salgın sürecinde sokağa çıkma yasağı olan ergenlerin umut ve psikolojik sağlamlık düzeylerinde psikolojik desteğe ihtiyaç duyma, maddi desteğe ihtiyaç duyma, COVID-19 hastası yakını olma ve aile bireylerinin işten çıkarılma durumlarına göre anlamlı farklılıklar olduğu belirlenmiştir. Ayrıca, sıfatlara dayalı kişilik özelliklerinin ergenlerin umut ve psikolojik sağlamlık düzeylerini anlamlı şekilde yordadığı saptanmıştır. Elde edilen bulgular doğrultusunda konuya ilişkin öneriler sunulmuştur.
Bu çalışmada, Durumluk Umut Ölçeğinin Türkçe formunun geçerlilik ve güvenilirlik çalışması yapılmıştır. Çalışma kapsamında üç farklı gruptan veri toplanmıştır. Dil eşdeğerliliğini test etmek için 36 kişiden oluşan örneklem kullanılmıştır. Ölçeğin yapı geçerliliğini test etmek amacıyla kamuda çalışan 237 kişiden veri toplanmıştır. Yapı geçerliliği kapsamında 237 kişilik örneklem grubunda açıklayıcı faktör analizi yapılmıştır. Özel bir sektör firmasında çalışan 375 kişiden toplanan veri ile, doğrulayıcı faktör analizi, bileşim ve ayrışım geçerliliği ve yapı güvenilirliği ve durumluk umut ölçeği Türkçe formunun yordama gücü yaşam tatmini üzerinde test edilmiştir. Çalışma sonucunda Türkçeye uyarlanan Durumluk Umut Ölçeğinin dilsel eşdeğerliliğinin olduğu, geçerli ve güvenilir bir şekilde yordama gücünün olduğu tespit edilmiştir.
With this work we questioned the adolescent’s development based on the way he
organizes his emancipation, having in mind his cognitive-motivational and vocational
resources.
According to researches already done, the adolescent develops resilience which
allows him to produce a positive outcome or reduce or avoid a negative one, when
living a risky situation. The resilience allows him to concentrate on the understanding
of a healthy development, in spite of the exposure to risk. The self-esteem is
considered a promoter of resilience.
Thus, we pretended to study the relationship among the Learning Adaptative
Patterns (cognitive-motivational component), the Vocational Hope (vocational
component) and the Self-esteem.
An empiric study was developed with a group of 232 adolescents that attended the
10th and 11th year of a Secondary School.
We did not identify the existence of a relationship between the Learning Adaptative
Patterns, at a global level, and the Self-esteem. We identified a relationship between
the auto-efficacy, one of the elements of the Learning Adaptative Patterns, and the
Self-esteem. It was proved the existence of a relationship between the Vocational
Hope and the Self-esteem, which fits the hypothesis we formulated.
Assuming that children are goal-oriented, it is suggested that their thoughts are related to two components-agency and pathways.
Agency thoughts reflect the erception that children can initiate and sustain action toward a desired goal; pathways thoughts
reflect the children's perceived capability to produce routes to those goals. Hope reflects the combination of agentic and
pathways thinking toward goals. A six-item dispositional self-report index called the Children's ope Scale is introduced and
validated for use with children ages 8-16. Results suggest that the scale evidences internal consistency, and is relatively
stable over retesting. Additionally, the scale exhibits convergent, discriminant, and incremental alidity. Limitations and
uses of the scale are discussed.
Recent research suggests that mildly and moderately depressed individuals are more sensitive to social information than the non depressed individuals are. The relationship between severity of depression and a measure relevant to this social sensitivity, attributional complexity, was examined. As predicted, a significant quadratic contrast indicated an inverted-U-shaped relationship between depression and attributional complexity. Mildly depressed individuals had the highest attributional complexity scores; nondepressed and severely depressed individuals had the lowest scores. Sex differences for both depression and attributional complexity were replicated. More women than men were depressed, and women also had higher attributional complexity scores. Finally, the relationship between attributional complexity and depression was interpreted as reflecting depressives' responses to heightened contingency uncertainty and expectations of uncontrollability.
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)
We present a revision of the 1978 reformulated theory of helplessness and depression and call it the
hopelessness theory of depression. Although the 1978 reformulation has generated a vast amount of empirical work on depression over the past 10 years and recently has been evaluated as a model of depression, we do not think that it presents a clearly articulated theory of depression. We build on the skeletal logic of the 1978 statement and (a) propose a hypothesized subtype of depression—
hopelessness depression, (b) introduce hopelessness as a proximal sufficient cause of the symptoms of hopelessness depression, (c) deemphasize causal attributions because inferred negative consequences and inferred negative characteristics about the self are also postulated to contribute to the formation of hopelessness and, in turn, the symptoms of hopelessness depression, and (d) clarify the diathesis—stress and causal mediation components implied, but not explicitly articulated, in the 1978 statement. We report promising findings for the hopelessness theory and outline the aspects that still need to be tested. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Defining hope as a cognitive set that is composed of a reciprocally derived sense of successful (a) agency (goal-directed determination) and (b) pathways (planning of ways to meet goals), an individual-differences measure is developed. Studies demonstrate acceptable internal consistency and test-retest reliability, and the factor structure identifies the agency and pathways components of the Hope Scale. Convergent and discriminant validity are documented, along with evidence suggesting that Hope Scale scores augmented the prediction of goal-related activities and coping strategies beyond other self-report measures. Construct validational support is provided in regard to predicted goal-setting behaviors; moreover, the hypothesized goal appraisal processes that accompany the various levels of hope are corroborated.
Presents the view that motives are cognitive representations of a goal with no necessary relation to either action or affect. It is suggested that resolution of uncertainty, hostility, and mastery are primary motives that can lead to similar classes of secondary motives and phenotypically identical goal-related behaviors. A developmental scheme for motive organization is discussed, based on the view that changing modes of uncertainty control the hierarchical position of secondary motives. (58 ref.)
Yearly expenditures for health care in the US exceed $200 billion; interdisciplinary analysts believe that the financial human costs associated with such preventable dysfunctions as lung cancer, cardiovascular disease, drug and alcohol abuse, and vehicle accidents are a needless waste of human and fiscal resources. A consensus has emerged that the behavior of the individual is today’s unexplored frontier in the study and understanding of health. Psychology is a discipline with 100 yrs of experience in the study of individual behavior, including behavior change. It is asserted that every specialty of academic, scientific, and professional psychology has within its ranks individual psychologists with the potential to help map some of the important landmarks in this beckoning and relatively unexplored frontier––the health behavior of individuals. Although this potential is considerable in behavioral medicine, it is equal if not greater in the field of behavioral health, which involves helping willing and currently healthy children and adults to remain healthy. (45 ref)
Defining hope as a cognitive set comprising agency (belief in one's capacity to initiate and sustain actions) and pathways (belief in one's capacity to generate routes) to reach goals, the Hope Scale was developed and validated previously as a dispositional self-report measure of hope (Snyder et al., 1991). The present 4 studies were designed to develop and validate a measure of state hope. The 6-item State Hope Scale is internally consistent and reflects the theorized agency and pathways components. The relationships of the State Hope Scale to other measures demonstrate concurrent and discriminant validity; moreover, the scale is responsive to events in the lives of people as evidenced by data gathered through both correlational and causal designs. The State Hope Scale offers a brief, internally consistent, and valid self-report measure of ongoing goal-directed thinking that may be useful to researchers and applied professionals.
Hope is the sum of goal thoughts as tapped by pathways and agency. Pathways reflect the perceived capability to produce goal routes; agency reflects the perception that one can initiate action along these pathways. Using trait and state hope scales, studies explored hope in college student athletes. In Study 1, male and female athletes were higher in trait hope than nonathletes; moreover, hope significantly predicted semester grade averages beyond cumulative grade point average and overall self-worth. In Study 2, with female cross-country athletes, trait hope predicted athletic outcomes; further, weekly state hope tended to predict athletic outcomes beyond dispositional hope, training, and self-esteem, confidence, and mood. In Study 3, with female track athletes, dispositional hope significantly predicted athletic outcomes beyond variance related to athletic abilities and affectivity; moreover, athletes had higher hope than nonathletes.
The learned helplessness hypothesis is criticized and reformulated. The old hypothesis, when applied to learned helplessness in humans, has two major problems: (a) It does not distinguish between cases in which outcomes are uncontrollable for all people and cases in which they are uncontrollable only for some people (univervsal vs. personal helplessness), and (b) it does not explain when helplessness is general and when specific, or when chronic and when acute. A reformulation based on a revision of attribution theory is proposed to resolve these inadequacies. According to the reformulation, once people perceive noncontingency, they attribute their helplessness to a cause. This cause can be stable or unstable, global or specific, and internal or external. The attribution chosen influences whether expectation of future helplessness will be chronic or acute, broad or narrow, and whether helplessness will lower self-esteem or not. The implications of this reformulation of human helplessness for the learned helplessness model of depression are outlined.
Hope has been defined as a multidimensional construct, comprising a cognitive determination to accomplish personal goals (agency) and the propensity to plan methods of achieving goals (pathways). This study investigated whether these dimensions of hope were related to dimensions of self-perception. Participants were 96 graduate students from a variety of disciplinary backgrounds enrolled in educational statistics and research methods courses. Correlations indicated that scores on Agency were significantly and positively related to scores on Perceived Self-worth (r = .34), Perceived Job Competence (r = .39), Perceived Scholastic Competence (r = .47), Perceived Social Acceptance (r = .33), and Perceived Creativity (r = .34). In addition, scores on Pathways were significantly related to scores on Perceived Job Competence (r = .34), Perceived Romantic Relationships (r = .33), and Perceived Creativity (r = .42). A setwise multiple regression indicated that scores on Perceived Scholastic Competence and Perceived Job Competence accounted for 21.5% of the variance in Agency. Also, scores on Perceived Creativity and Perceived Romantic Relationships explained 21.8% of the variance in Pathways. It is recommended that researchers explore the causal basis for relations between hope and self-perception.
This study examined the extent to which 3 dimensions of personal goals-commitment, attainability, and progress-were predictive of students' subjective well-being over 1 semester. At the beginning of a new term, 88 Ss provided a list of their personal goals. Goal attributes and subjective well-being were measured at 4 testing periods. Goal commitment was found to moderate the extent to which differences in goal attainability accounted for changes in subjective well-being. Progress in goal achievement mediated the effect of the Goal Commitment × Goal Attainability on Subjective Well-Being interaction. Results are discussed in terms of a need for addition and refinement of assumptions linking personal goals to subjective well-being.
Following a brief review of the traditional viewpoint regarding the adaptiveness of accurately perceiving reality, the emerging perspective on the usefulness of illusions about the self is presented. In this latter vein, a model of how people negotiate with “reality” so as to maintain their personal theories of being “good and in-control” people is described, and excuse-making and hoping are discussed as examples of such reality negotiation processes. The implications of the reality negotiation processes for society in general and individuals in particular are also explored. Last, theoretical speculations are made in regard to the conditions in which the illusion-based reality negotiation processes change from being adaptive to maladaptive.
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.
Because having hope is requisite for the establishment of satisfying adulthoods, factors contributing to its development must be understood. Using structural equation modeling, the current study tested propositions that hope (1) develops in the context of a secure relationship with a supportive adult in childhood (Snyder, 1994), and (2) mediates the relationship between developmental processes and adult mental health outcomes. There was a good fit of the data to the hypothesized model. Adult attachment mediated the relationship between parenting and hope, and hope partially mediated the relationship between attachment and mental health. The developmental trajectory of hope is discussed as it relates to parenting and attachment, and a tripartite approach is suggested for developing primary and tertiary interventions for at-risk youth.
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.
The author's (Snyder, 1994b) recent theory of hope is introduced and discussed in the context of potential reactions to the loss of important goal objects. In particular, hope is defined as goal-directed thinking in which the person appraises his or her perceived capability to produce workable routes to goals (this is called pathways thinking), as well as the potential to initiate and sustain movement along the pathways (this is called agentic thinking). In this sense, hope is an acquisition type of thinking in that it reflects instances in which people perceive that they are capable of progressing toward desired objects. In contrast to the procurement properties of higher hopeful thinking, loss reflects instances in which goal-directed thinking is lessened or curtailed because the goal object (i.e., a thing, experience, or person) is unobtainable. At one level, therefore, losses are antithetical to hopeful thinking. At another level, however, losses are an inherent part of goal-directed thinking in that they may be built into one's expectations. The short- and long-term effects of losses on the person's subsequent hopeful thinking are discussed.
[suggests] that there is no more prototypical and fundamental source of uncertainty reduction motives than that associated with failure to understand the relatively unchanging causal conditions for events / introduces a model of motivation that builds upon this notion of "causal uncertainty"
the model outlined herein argues that some people in some situations are chronically more motivated than others to resolve causal uncertainty / such chronic individual differences in uncertainty about one's understanding of social causation, it is proposed, have fundamental consequences for the social information-processing goals adopted and for the manner in which information is encoded, interpreted, and stored / describe initial research findings with respect to the measurement of such individual differences in causal-uncertainty beliefs, as well as to the antecedents and consequences of such beliefs / briefly [discuss] historical and current treatments of uncertainty, some of which bear some similarity to our notion of causal uncertainty (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Pain is a physical stimulus that is registered mentally and is appraised as producing loss of health (and other goals); suffering is the barometer of the larger impact of the pain and the associated loss upon a person's functioning as a whole. This pain–loss–suffering process is modulated by yet another process that is important to human functioning: hope. In this chapter, the author describes a theoretical model of hope and builds a case for how the components of hope theory—goal, pathway, and agency thinking—can help to understand and potentially alleviate the typical pain–loss–suffering cycle. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Cognitive processing theories of post-traumatic adaptation (Horowitz, 1986a; Janoff-Bulman, 1992) propose that repeated comparisons of trauma content with preexisting cognitive schemas result in trauma reappraisal or schematic revision. Thus, intrusive ruminations should facilitate cognitive integration and resolution of past traumas. However, research has shown that some survivors become stuck in endless, repetitive rumination cycles. This raises the issue of how to differentiate ruminations that promote cognitive integration from those that merely prolong or exacerbate psychological distress. Identifying substantive dimensions for categorizing cognitions about past traumas could enhance prediction of their effects on adjustment and inform clinical treatment interventions. This paper seeks to: (a) Assess the current state of theoretical knowledge concerning cognitive adaptation to trauma, (b) integrate theoretical postulates with empirical research findings, (c) define gaps or inconsistencies in our understanding of the cognitive adaptation process, and (d) identify foci for future theory and research.
It was hypothesized that the adaptive value of hope cognitions would be dependent upon the quality of an individual's defense style. Undergraduate students completed measures of hope, defense mechanisms, and dysphoria in two studies. As predicted, defense mechanisms significantly moderated the relation between hope and dysphoria. In addition, both hope and defense mechanisms predicted dysphoria as main effects. Individuals who had low hope and an immature defense style had particularly high levels of dysphoria. Low hope was not maladaptive for individuals with a mature defense style, suggesting that a subtype of low hope (“defensive hopelessness”) may exist that is analogous to defensive pessimism. Individuals with high hope had low levels of dysphoria regardless of defense style. Overall, the present study suggests that an integration of psychodynamic and cognitive perspectives on hope may be productive.
This study attempted to examine aggression within a personological framework by using the Dissipation-Rumination Scale (Caprara, Personality and Individual Differences, 7, 763–769, 1986). Individual responses to a provoking situation in which there is a delay between instigation of aggression and opportunity to retaliate were examined. Forty males selected from the scale received either provocation or no provocation and after a 10-minute interval were given the opportunity to retaliate against a confederate. As predicted individual differences in responses were exhibited, with low dissipators-high ruminators displaying higher levels of aggression when previously provoked, F(15.215) = 0.000, P < 0.05. It was concluded that higher levels of aggression are exhibited by personality types who have the tendency to harbour thoughts and feelings of vengeance with the passage of time, when presented with a provoking situation. This was discussed in relation to the cognitive factors that affect the aggressive behaviour of individuals.
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 examined the relation between personal striving level and psychological and physical well-being. Level refers to the degree of generality versus specificity of one's goal strivings. In 3 studies, 188 Ss generated lists of their personal strivings, which were then rated on specificity level. High-level striving was associated with more psychological distress, particularly depression. Low-level striving was related to higher levels of physical illness. Correlations between striving level and self-reported symptoms were generally not as strong as those between level and the more objective illness indicators. High-level strivings were seen as more difficult and requiring more effort than low-level strivings. Results are interpreted in terms of control theory, goal-setting theory, and the repressive personality style.
This article presents a scale that measures chronic individual differences in people's uncertainty about their ability to understand and detect cause-and-effect relationships in the social world: the Causal Uncertainty Scale (CUS). The results of Study 1 indicated that the scale has good internal and adequate test-retest reliability. Additionally, the results of a factor analysis suggested that the scale appears to be tapping a single construct. Study 2 examined the convergent and discriminant validity of the scale, and Studies 3 and 4 examined the predictive and incremental validity of the scale. The importance of the CUS to work on depressives' social information processing and for basic research and theory on human social judgment processes is discussed.
The influence of high versus low hope on problem-solving ability and on coping with stressful academic and interpersonal situations was examined in 211 college students. Consistent with Snyder's (1995) model, high-hope students were found to have greater problem-solving abilities than low-hope students. High-hope students were also found to employ less disengagement strategies than low-hope students for coping with stressful academic situations. No difference was found in the strategies used by high- and low-hope students for coping with stressful interpersonal situations. Separate hierarchical regression analyses indicated that hope was an important predictor of both academic and interpersonal life satisfaction independent of coping activities. Implications of the present findings for both theory and practice are discussed.
An integrative model of the conative process, which has important ramifications for psychological need satisfaction and hence for individuals' well-being, is presented. The self-concordance of goals (i.e., their consistency with the person's developing interests and core values) plays a dual role in the model. First, those pursuing self-concordant goals put more sustained effort into achieving those goals and thus are more likely to attain them. Second, those who attain self-concordant goals reap greater well-being benefits from their attainment. Attainment-to-well-being effects are mediated by need satisfaction, i.e., daily activity-based experiences of autonomy, competence, and relatedness that accumulate during the period of striving. The model is shown to provide a satisfactory fit to 3 longitudinal data sets and to be independent of the effects of self-efficacy, implementation intentions, avoidance framing, and life skills.
Based on Onwuegbuzie's 1998 findings pertaining to the relationship of lower scores on hope to higher ones on anxiety about statistics, a brief overview of the etiology of test-related anxieties in the context of Snyder's hope theory is given, and the utility of hope theory for helping students with test-related anxieties is explored.
In 1998, Onwuegbuzie reported a negative relationship between scores on hope and anxiety about statistics among graduate students who were enrolled in statistics classes. In 1999, Snyder posited that hope theory provides a useful framework for assessing students' coping strategies. In support of the utility of hope theory for identifying students with debilitating test-related anxieties, lower scores on the Pathways and Agency subscales which assess hope were related to 87 graduate students' problematic coping strategies for studying and taking statistics examinations. After a brief review of other recent data linking hope to academic performance at both public school and college levels, further research seems appropriate.
"False" hope is condemned in the literature on the grounds that it reflects the counterproductive use of: (a) expectations based on illusions rather than reality, (b) inappropriate goals, and (c) poor strategies to reach desired goals. Snyder, Harris, et al.'s (1991) hope theory involving self-referential thoughts about finding routes to desired goals (pathways) and the motivation to use those routes (agency) is used as a framework for examining these three criticisms of false hope. It is concluded that the presently available evidence does not support any of the false-hope criticisms. The implications of hope-related issues for the applied clinical arena are discussed.
Female teenage athletes, sport participation, self-esteem, and hope. Paper presented at the Association for the Advancement of Applied Sport Psychology
- M Brown
- L A Curry
- H Hagstrom
- S Sandstedt
Brown, M., Curry, L. A., Hagstrom, H., & Sandstedt, S. (1999, August). Female teenage
athletes, sport participation, self-esteem, and hope. Paper presented at the Association
for the Advancement of Applied Sport Psychology, Banff, Alberta, Canada.
A group-based intervention for depressed adults. Unpublished manuscript
- J Cheavens
- S T Michael
- A Gum
- D Feldman
- J D Taylor
- C R Snyder
Cheavens, J., Michael, S. T., Gum, A., Feldman, D., Taylor, J. D., & Snyder, C. R.
(2001). A group-based intervention for depressed adults. Unpublished manuscript,
Department of Psychology, University of Kansas, Lawrence.
An optimal performance academic course for university students and student-athletes. Unpublished manuscript
- L A Curry
- S D Maniar
- K A Sondag
- S Sandstedt
Curry, L. A., Maniar, S. D., Sondag, K. A., & Sandstedt, S. (1999). An optimal
performance academic course for university students and student-athletes. Unpublished
manuscript, University of Montana, Missoula.
The psychological of action: Linking cognition and motivation to behavior
- R A Emmons
Emmons, R. A. (1996). Striving and feeling: Personal goals and subjective well-being. In
P. M. Gollwitzer & J. A. Bargh (Eds.), The psychological of action: Linking cognition
and motivation to behavior (pp. 313-337). New York: Guilford.
The goalspecific hope scale: Psychometric properties. Unpublished manuscript
- D B Feldman
- K L Rand
- K Kahle
- H S Shorey
- C R Snyder
Feldman, D. B., Rand, K. L., Kahle, K., Shorey, H. S., & Snyder, C. R. (2001). The goalspecific hope scale: Psychometric properties. Unpublished manuscript. University of
Kansas, Lawrence.
Hope and sexual risk-taking in gay men. Presented at the American Psychological Association
- R K Floyd
- D Mcdermott
Floyd, R. K., & McDermott, D. (1998, August). Hope and sexual risk-taking in gay men.
Presented at the American Psychological Association, San Francisco.
The Hope Scale: Exploration of construct validity and its influence on health
- E Harney
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