Answer Happy

Content is able ScienceDirect Learning and Individual Differences journal homepage www.elsevier.com tocatalinat ELSEVIER Hope and optimism as predictors of academic performance and subjective well-being in college students Kevin L. Rand', Mackenzie L. Shanahan, lan C Fischer, Sarah K. Fortney LR lure en hoe hy net. Degernes et les Are ARTICLE INFO ABSTRACT En A. Sewing Oh See Sched Carven het independently peelistades per and change and being the study was to day there Mahat. Andere de 3,99 years was died Tweet Shadespied their expected grade hond completed baye, yaalan and Abyssue and bean 4U praise ot, desive Sans, and Ha udhian, des fas of comes The talk of completed the bring med Rowed that gets de Gradecey w price fel de este conformem pedido de predical core but hadir dimet efect through grade they then ta thaps a plant மாலாவிய மான் கான் பாப்பா பா பி பாவனா பராக் பராயாடியா யோட Cinch The findings and presenting dan pembentually marbre de la cadem performance and he will be college students. ముఖ్యమనుకుంటు మీరు saring for a s natings నుండిగలదు. ఎండి playing targeted intervations an 1. Introduction fosters die performance but also optimise poychological weil being Celga2000. Therefore, we need to understand focus College education is a critical phase that helps Individuals launch that peedid academic performance and prychological well-being in rical careers and lead productive lives Undergraduates who ender to optimise degraduate education, especially for students perience better academik achievement have more de care risk of denk derecement and peychological maladjustment l Meinhard &B 2016) and Expectancies beliefs about the future, are powerful predics experience better life outcomes (Kance One Side 2010). cademic performance and paychological wellbeing andun 1977 demie achievement is the primary focus of college education. However.For cumple wadenie expectacles predict cumulative grade point radent wellbeing is increasingly of interest for educators and te average during the first year college in Sande 2000 arches entitats china, 2009). Student Alcay expectancies pendant greater reduction in m prychological well-being has been linked to better dem performan patients treated for it. 2017 mance Crochet al, 2005) and future profesie towed on the importance of specific expectancies, but pled er, planimet2013 Moreover, city benefit from expectancies are also important prediction of performance and well having citiza high in paychological well-being because they are being a live, 10 S2002Two of the most healthier and more productive Me 2009 widely studied generalized expectancies are hope yd 19 20 Lyubomirsky, Xing & Dier, 2006) daction has a significant impact and optimium chi aver. Doch constructs tave the en cademic achievement and psychologal wellbeing. Hence, we belief that desired future outcomes gol) are likely. This have a verted interest in creating college experience that my belief purportedly influences coping behind pool chement Corresponding that are added stretto 4620 27, Cated Sentes of America p/10.1016000 Beved 3 Sember 2018, che la sue2020.ecepende 2000 100-300/2020 Published by the fac
EL (Snyder et al., 1991; Swyder et al., 2012). The extent to which goals are academic performance. A separate study camined the relative mles of achieved, in turn, influences psychological wellbeing in hope and optimi i predicting academic performance among first 1993) year law students 2012 However, these results may not Research suggests hope and optimin e important predictors of undergraduate populatie. Geen the well-documented academic performance and prychological well-being. For example replication crisis in chochologie, 2017), we wanted hope predicts better academic performance, even when controlling for test whether those werelice in completely separate intelligence and previous academic achievement Prample of undergraduated Weal extended the previous staty 2015 Rand. 2009, and Martin Shes 2011: Smrder et al.2002 among undergraduates and 2009 by including when available Higher hope also predicts better psychological well-being ng college grade pola GPA) as an indicator of previous academic Crew, Snyder, Francis, & Gery, 1990, 2002) Similarly achievement rather than relying solely on high school GPA. We be optimism predicts better performance in academics (Chen, the leved this was a realid indicate of college academie Garcia, 2001) and improved pychological well-being (Cervera chievement. In de directly compare high 1993, 1993 Scheieret 1999) school en college speedides of academic expectancy and Because of the similarities betwee hope and optimium, there is a performance need to clarify the distinction between these two constructimal The only extant saying the relative mies shape and Leaf 2000). To date, research has shown that hope and optimis are optimi in predicting subjective wellbeing among students involved moderately cserelated, but structurally distinct Bryant & Crearms first year law sudents 2013. Hence, it remains unclear it 2004 Gallagher & lupet. 2009 Maalea Oliver, 1999). A potential the result penerale ondergraduate students. In addition, the distinction is the source of hopeful not beliefs Megell study waly predicted age face of the well-being fe, life expectancies are anchored in the perception that an individuals per som atome poster the end of the semester. Subjective sonal effort will lead to positive futures in pathways and wellbeing is coming left eema thinking Syder1991). Alternately optimistic espectacles are tional and cognitive din D. 1954that can change in more general and positive futures are thought to be derived from dependently over time. Moreover, both these and research suggest several sources Le.. perceptions about others, Isack, etc: Schet that hope and optimism mayat day to the different facets Carver 1985). This difference may explain when hope and optimism of psychological wellbeing the teper 2000). Therefore, we are most influential wamed to expanding and by cumming the unique poles When examined together, hope, but not optimism, has been found hope and optimimin editing changes in different facets of to predict academic performance at 2011). However, hech jective weigere have been shown to be important predictors of pychological We had twe aims for the prody. Fint, we wanted to replicate being, even when studied together. For example, Magetan Olive and end showing that hope optimism differentially (1999) found that both hope and optimism predicted general wellbeing predict academic performance of college students in a sample of among college students. Similarly, Hand et al. (2011) found that hope undergraduate students. Independent free price research We and optimism measured at the start of the semester independently predicted that higher huge but sopimis would predict better predicted life satisfaction near the end of the semester og list youcademic performance undergraduate dem. We made his pre low students. Hope and optimism have also been shown to uniquely diction based on top in contrasto optimism. being specifically in predict overall life satisfaction among university students and com chord in perception of pecand the fact that munity dwelling adults (Bailey, Ens. Frisch, Styder, 2007), demic performance is largely controllable outcome. In addition, we Emerging research suggests that psychological well being is a predicted that hopes with academic performance would be complex construct. For example, one operationalizational psycholo mediated through pecite grade pectancy Second, we wanted to gical well-being a well-being hener 1943, comprises both extend previous seaching that hape and optimism prodies emotional and cognitive aspects. Hope and optimis may difficially changes in student active will be the one of a mester relate to vario pects of pychological well-being For emple. We predicted that the hope and would predict improve Galler andet) examined the unique contributions of hope ments in studente in Specifically, we predicted that and optimism in predicting facets of psychological well-being. They hope, but not limiwdit changes in the deca found that optimism was a stronger predictor of hedone wellbeing pest of subjective was being life station Consensely, we the greates pleasure and less palie) than hope. Conversely, hape was predicted that pembuat hape would prediet changes in the more strongly associated with eadaimoni well-being liesatuation heden peces osjethe well beagle positive and negative derived from of meaning selle 2005) than lect) 1.2. They 2. Method Our goal for the present study was to bemer understand the unique 21. Sample character roles of that expectancies Le, hepe and optimism) and specific pectancies la predicting two important outcomes among under The natal of 33% undergraduate students women, 1.31 mm, and graduates 1) academic performance and 2) abjective well-being. The who did not die perder le pycholog clan. understanding is important for optimizing the college experience and Midwester university participated in the part of a distin Improving our ability to identity students risk of academie under Students received extract in their choy conein echinge chievement and psychological maladjustment. Moreover, darying for participating in the theme wa 1989 years the unique roles of hope and optimism would allow for the develop 5D = 2.28), and the majoy of students (539%) were freshmen. The Hent of tailored interventions that respond to the particular needs of sample was primarily with smaller roups of students identified as a risk Arican American H. Alan American (1.8), and Therefore, we sought to replicate and extend extant reach the Native American 0.38 participants Several participants identified relationships among expectancies, academic performance and subre as other" (457) dic 0.81). A tal of 283 jective well-being only one wy to date and 2009 has examine participants com the unique roles of hope and optimism as predictors of undergraduate
ELA போlைuthal கரகா மரண 22. Mrr college grade peint average and self-report measures of hope, opti mim, positive affect negative atfect, and life satisfaction. At this time, Optimi. The Life Orientation Test Revised (LOT R Schier students predicted what grade in terms of percentage of total points Carver Bridge, 1994) is a 10-meure of trait optimien les es.559) they would receive in the gychology court. During the lat "In uncertain time, I wally expect the best The scale comprises six week of conecTime 21. students again completed reporte stored items and four distracte. Participants and a five-point of positive affect the affect and life satisfaction After the me Likert type wale ranging from strongly disagree to 4 (strongly ter was over, the instructor provided students final conegudes agree to rate their agreement with each item. The LOTR was found to correlate 0.95 with the original LOT scale (Schal. 1994 Scheler Carve, 1985) Scores range from 0 to 24. with higher scores in 24. Analyse dicating greater levels of optimism Research in undergraduate popo Istion has shown the LOT-R to have good internal consistency (Cros Puth analyses were conducted with maximun kelihood esimti bach's alpha-078 Schelet e 1904) and temporal reliability (4 wing Plus B.2 Mi Muth, 2016). Two path models were month testretest reliability r=0.68 Scheestal 1994 created, corresponding to the two study aime examining 1) student Hoge. The Adult Hope Scale (MS: Sayder et al. 1991) is a 12-tem academic performance and 2 changes in subjective well-being over mense of trait hope. Pour les measure agency les. "Ienergetically the semester purse my goals"); foar items measure pathways (ex. I can think of For the first aim, we used a mixed latent variable/menured vari many ways to get out of a jom"and four distractor items that are not able puth model that included hope, optimism, and previous academic scored. Participants used an intent-type scale ranging from achievement fie, high school or college GPA) modeled are (definitely folie) to B (definitely tur) to rate their agreement with each predictors, grade expectancy modeled as the mediator, and final course item. Total AHS scores range from 3 to 64, with higher scores indicating Srade modded as the outcome variable. Hope and optimism were Dreater levels of hope. Research in undergraduate populations ha modeled as latent variable with three peeled indicators of optini shown the AHS to have good internal consistency (Cronbach's and four parceled indicators of hope (LitteGurningham, Shar, pha=074-0.94 Sayder et al., 1991) and temporal reliability (10 Widaman, 2002). week test-retest reliability r = 0.76-0.52, Snyder, 1991) For the second aim we used a simple panel menured variable Positive and negative Affect. The Positive and Negative Affect Scale model to predict changes in subjective wellbeing over the course of the (PANAS, Watson Clark, Telegt 1985) is 20-item meum of al- meer. We included positive affect, tregtis affect and life- fect. Ten items es positive affect inferested and ten temeistection measured Time 2. all auto-regressed onto their comme mesegative effect les distressed") Participants wed a five-item pending Time 1 mature, as outcome variables. Hope and optimi Lien-type scale ranging from 1 very lightly or nee at all) to 5 lerved as thet exogenous predictions within this model tremely) to rate their current mood. Higher codes on each subscale The fit of both models was evaluated using the following yoodness indicate greater positive or negative affect. Research in undergraduate of fit indice(a) chquare statistics ) root mean squareer of populations has shown the PANAS to have good internal consistency approximation (RMSEAS 190) Standardid Root Mean (Cronbach's alphas - 0.56 to 0.90 for positive effect and 0.84 0.87 Square Residual (SRMR Bentler1995% (d) Tucker-Lewis Index (TU for negative effect Watson, 1988) Tucker & Lewis, 1973: and comparative fit index Center Life Sonsfaction. The Satisfaction with Late Scale SWLS, Dieser 1990) Ermont, Lane, Grifin, 1985) is a five-item se report mure of A non significant chaque statistic shows acceptable model fit life satisfaction is in most ways my life is close to ideal"). Re However, the square statistics were limited to comparing competing spondents are asked to rate the extent to which they agree with each nested models, as they are frequently significant in large samples item on a seven point Likert type scale ranging from sorgle) Gerbia Andersen, 1992). RMSEA values sindicate acceptable to 7 (strongly agree. Higher scores on the SWIS indicate greater life fit, with smaller values demonstrating better fit Cu Ben 1999) satisfaction. Previous research has shown the SWS 10 be internally SRMR value 0.08 indicate ceptable it with smaller als de consistent (Cronbach's alpha of 0.87, er et al., 1985 for under monstrating better fra 1999% TU and Fl values 20.95 graduate population indicate good fit with larger ve demonstrating better futhi Grade Spectancy Students predicted their class grade as a to Bender, 1999) presentation of specific expectancy for their academic performance Participants were asked to complete the following sentence" predict that my actual final grade will be sle..70, 80%, etc.)in this class . Results Academic Performance Final counse grade e, percentage of total points) was used to indicate academic performance. The final course Descriptive statistics (es, men standard deviations, commotions Brade was provided at the end of the meter by the course instructor and Cronbach's alpha) for each of the study measures are prenied in Previous Academic Achievement. Approximate high school or college Tile 1 Hope and optimism were moderately corrested - 0.55%, grade point average was used to indicate previous academic achieve consistent with previous research and 2005 and 2011 ment. For first semester freshman (n = 150). high school grade point Snyder, 1991). Niemas levels of hope. optimise, positive affect average was used. In contrast, college grade pent average was used for negative affect, and life satisfaction were consistent with previous other participants (-154 search among college students (Dutty Allen, Bott. 2012, Rind, 2003 Wel, 1988), Positive affect was significantly lower at the end 2.3. Procedure of the semester compared to the beginning of the most (217) -3.25 001 Convenely, life satisfaction (217) --331, All study procedures followed ethical guidelines regarding human P = .001) and negative affect (217) = -265. p < .009) were sig subjects research, including consent and voluntary participation, Stady ficantly higher at the end of the semester Skewness and kurtos af all procedures were approved by the university's Institutional Review variables were examined and found to be within recommendeal guide Board. Students completed a general informed consent as well as colines for assuming normality Klie 2011), allowing for standard SEM int to have their course grades obtained from their instructor in the analyses and fit indices first week of the semester (Time 1) students completed a questions including demographie Information, we reported high school or
Table 1 Correlatie met ander die wet Only 1) 00 LGA Gode Grade SO AMATI LATI - PAT ILLAT 2130 TINN - 23. Greg Grade - Gode penal Grade Stefalcone e Alfons Pets Life Sci. 1-T2Time- 2.1 Hipe and criminatim graden performance the source of GA. Wigh school GPA for fishmen er lige for upper class students). We tested a mult sroup model, with freshmen Of the 334 students sed at Time 1.30(9162) detse (150) ince group and upper-class students 154) in the other ceived a course prade the end of the semester. These 30 students prop. To test the significant relationship berved in the combined were included in this was independent samples were del differed as a function of the GPA, we constrained pache compare students with and without course grades GPA, traiteur groups and examine the ring change in the chi hope, trait optimism, and grade expectancy. No significant differences Nares Asics change in the would indicate were found. Ogre tests were used to compared with and there was so fica difference in the strength of the lation without course grades on gender, race, and year in school and ship groups. A series of med model comparisos showed me significant differences were found. significant differences between the groups in the relationship between We conducted a med en variable/ured variable path 1) GPA and expectancy (x (1) <0,01 - 97562 GPA and final Analysis with hope and optimo modeled as latent was with course de la 0 - 250,- 09433) expectancy and final multiple perceled Indicatos (Line 2000 and GPA sadece grade laxa) - 05-557,64) hope and expectancy (A pectancy, and a cone pride assingen med variables ) - 0.46.-08). These results west that the results of the We modeled hope, optimism, and GPA ces predictions, de combined model to imply to both freshmen and upperca expectancy on the mediator, and final conterade as the outcome. This undergraduate model showed acceptable fit to the data. 2) 5892001. ROMSEA - 0.06 (son C. 0.04 0.08). SRM-0.03. TU 0.9 01 0.99. (Gen. Anderson 1998, 1999. 2 Mopean pendum predictive changes in subjective will bring are shown in Note: N-306 Coefficients represent standardised values. Solid of the original 334 students, 233 (0.70%) completed Time 2 lines represent significant path <0. Buded in Gold PREUSC05) non significant pathe completa single imputation of data using an expectation Hope 0.27.001) and GPA 0:26. p<001) were matem with 200 eri togel single in significant predictors of grade expectancy, where primim pied dataset.' The Time variables were compared between -0.00661) was not GPA 30.24P001) and grade those with complete and incomplete dating independent samples expectancy 01 - 022. oon were significant predictions of tests. There were significant difference between participants with course grade, where either bepes-000254) complete and incomplete data for GPA and life in those with --006-485) were significant predictions The Indirect effect complete det had significantly higher GPA CM - 2:30 & 111, of hope ab -0.05 p < .001 a 0.014 0.1061 an falcone pectively), 235) - 288 - 094. Those with complete ditahad prade through grade expectancy) was significant bowever, supesting grifondly higher life stico (M. - 25.31 A 21.75, respectively that higher hope may influence academic performance by increasing 304) - 212.- Os Genderroc, and year in wholdier specific academic expectance Away of the direct and indirect between these with complete and incomplete data effects of hope optimism, and GPA o final con grade through We conducted a measured variable path analysis with hope o specific expectancy is presented in the mic and Time subjective wellbeing the positive act segative To better understand the magnitude of the picant effects weet and lifestdaction) as predictors and Time 2 marted in Tolle, we examined the effects in the original selective wellbeing as the come ile We wed ample panel at recommended by Wen and Yan 2015. For hope every 10 point model where each aspect of subjective well-being a Time 2 was Increase on the Adult Hope Scale corresponded with 1.5 higher represente corresponding time. Hence, the grade expectancy, which was linked to a 0.0 higher final prade. Every one point increase in GPA corresponded with 2.39 higher edhe me grade expectancy, which was cited with a 1.21 Migher final data were the mothed prade. In addition, a police in GPA corresponded directly the the ingenion method with a 5.05% increase in final grade. Hence, the total effect of Ayampach the point increase in GPA w correponding 6.25% higher final de we fint have the wat
KL wa LOR LOT LOR Tig 1. Plath of a crate pentru expectancy and final trade Talle Dunct and indirect effects of hope..od Gradec The -0, 26 wariables represent changes in subjective well-being over the one on thigher bope, but not optimism, indirectly predicted better the semester. The model showed acceptable to the data cademic performance through specific grade expectancy, th hope - 12.30-06, RMSEA - 0.0 0.0 0.10% predicted change in subjective well-being over the SRMK-TU-0.9.0 - 0.99. The show one of the mower, their patterns of sociation differed 05 Higher lepenied incre positive affect and life afaction Time I hope predicted changes in the affect = 0.15 predicted decreases in negative affect P<.05) and life satisfaction (-0.19.001) but not see affect -0.01.24. In contrast. Time optimism predicted changes in negative effects-0.1601) bus priveste performance 09 -0.03.-073) or life conf-003 - 121). These opes that hope and optimien muy intoncertech The came the the pots of hope in the of subjective well-being with he predicting changes in the positive of predict warme performance in an under mpects of subjective wellbeing and optimis predicting changes to bullyindirectly through specific grade ex the negative aspect pectes com found that the qe pects of optimi med herec de expectancies or academic per format. Our findings are consistent with previous research showing 4. Discussion happademic performance. For example 2011 found the buttoni, predicted the We conducted a lotina, observational study examining the neerude point weg of law students, even ter con differential role of hope yder 10 and optimic degrade and ISAT Similarly, Carver, 1955) in predicting a performance and change found that he, but not optimism, was an indirect subjecthe well-being in a large can of undergraduated We predice of GPA Our me add confidence to the
Become Optimism Hope NA Time NA Time 2 PA Time PAT IS Time LS Time 2 Pg 2 Puth model predicting changes in electeet N - 14. NAPAS - Sagested sudion et Wight headed we continued in the crew bles Saline repic pe Duted ties compte pe Alpi variabile tot iting terture showing that hoge and differentially pre over, hope and optimis peedicted changes in dict academic performance is higher education. These effective wellbeing her hope predicted in that in the unique spects of hope that we predictive. That is traitement and lifestion Conversely, higher opt xpectances anchored in beliela shout one biliyochi penind denne oct. These respect the poolse bepere stronger predictions of academic performance the between bopend timing that ered cliefs about the food thing happening corte wat predictors of ective well-being Our finding that hopes action with academik performances Ota 1995, 2011) mediated through grade expectancy is with previous Our that he is a stronger predictor of portes search showing that need expectancies predict more specific profile.peate and life action expectancies, which then are the proximal predicted and predictor of the spects of subjective outcomes for comple, in a sample of dates and 2009) eingeteg the affect. This with each found that the variannique to be predicted grade pechote and are differentially and sedime the start of the which the predicted dekleyel wellbeing. For emple Calendte performance in a pychology dan Simarly found that he can predictor of tive 2015) found that trait hope predicted college Girly few money, he was aplicat pre through two measures of doma specific expectancies bem dice penahandy who was not hoped academic deficy). Thu the current finding previo Gallaghereted that optimism wrong predicto arches that trait hope may indirectly influence police of ees of how being hope www strompet prolector of performance through its influence on specific pencerelated calcation welding expectancies Previous research has found that specific academia The citie between hedonic and codem well pectancies influence may bhavies and motion sigmay be the different rates of life action and 2001, dy bhavions and mothat the influenced die lectuer the core of them. In the ready, students performance de 200 000 Trail hoogte begietan imposed on the core of through specific expectance, may utan Indirect in the the cal wellbeing protein behavioral mechanisms that affect student de perform atver the course of the wester. The purit of important poules de performance) tends to requires ficut les ready time which may lead to detri 12. Hapon bechewalt my feelings of wellbeing However, this este o may he lead rand satisfaction individuals Boch hope and opelmlun pendicand changes in subjective wellbeing
KL Mandal move closer to valued goals. Our findings are consistent with these negative affect and enucional chastion but did not afect pedite conceptual distinctions of subjective well-being Life satisfaction affecter life satisfaction perents cognitive appraisal of the worth ar value of one's lifeliner 1984), and this appraisal may be related to the sense of purpose 44 Laminate fue fiction meaning one finds in one's life (yan Deci, 2001; Sex Shin Shim, Fitch Martins, 2013). If so, then bope, founded on one pursuit of These are limitations worth noting. First, the present sample con personally meaningful goals, might be a stronger predictor of life sisted of mostly young, white female students. This samples tisfaction than optimism. presentative of typical undergraduate populations universitate In contrast, hedonic aspects of well-being such as positive and ne United States, and these findings most likely apply to alege students gative effect, may be mstary tractions to let ning educational goal weer, the optimism, anchored in the belief that good things will happen, maybe to more diverse student popolations or the pursuing positif stronger predictor of emotional reaction to refl events than hopencademic content. However, remarch has shown that we hope This is consistent with an 2009) in the hope is built on level de try between tail and ethnic group beliefs about the sell's ability to achieve controllable pak, whereas, Meltok 2016, and hope has been shown to be an amante optimism is huilt on beliefs about the world and the relative likelihood dictor of academic performance in racially and socially of good versus bad events verse populations. Wome Meille 2013 Memor hope predicts goal directed performance in other lidt de se 43. Practical implications for education Feldman, and able Web 2009, including whiletic perfor mi (Curry, Sayder, Cooky Helm, 1997). In addition, hege The present findings have important implications for identity and optimism arenociated with better physical and psychological undergraduate students at til for academic underachievement and well-being in other populations, including American Indie employing targeted intervention to improve student learning and Alaskan college students wi, 2013) psychological will bring in college Grade expectancy was a significant munity Chwelling all met. 2014). Nevertheless, mediator of two different cative links with final de grade i mining the differential roles of hape and optimisme divene hope final grade and GPA-final grade). Hence, grade expectancies ap populations and life cost is seeded pear to be sensitive at only to prior academic achievement les, GPA) Second, this study focused Syder's (1994) conception of but also to students general outlook in terms of their ability to achieve hope, which has been cd as being overly focused on a desired goals (ie, hope). In the present sample, each Streduction in cognition and agency while exduding aspects and sounces that the grade expectancy was linked with a 2.5% lower final grade in the consider essential to the concept of hope will let For course. This suggests that assessing caune grade expectancy at the start example, March 2010 noted that Seders model of the semester may be an efficient screening tool to identity students emphastand hopes role in increasing ones motivation to who are at risk for indheving in that claw and devotings tame hower, hogy a and targeted interventions toward them. For example, hoping that a desired come will happen to Once at the students are identified the results of the present study external features may encourage people with also offer insight into how to intervene to improve their academic come to happen. Inden research has shown that fasting boot performance Specifically, efforts to increase hopeful thinking may desired poleden motivation for Mayer, 2007). The yield better academic performance, independent of studentimate other conceptualisations of hope in the term les 1991 abilities or previous academic achievement. For example, Instand the associations between hope and life outcomes mywy de could ask students to write down a personal learning goal for the pending on the model of hope wed Research needed to do the coune, followed by several concrete steps to reach this goal. Students importance of different aspects of hope, including it wieder could listely barriers and generate alternative strategies to cercome les internal versus external) and is different man these barriers. In addition, students could list techniques les positive active versus pe seesse Gasper Spencer, Middel. 21 self-call statements to maintain their motivation to pursue their Thind this study focused on expectation. However, leaming pools. Finally, ctors could have students visual (1998) model posts that hopele hiking occur ing com themselves going through these including overcoming tacles. Including global trattopedia-specifiche de foci This goal mapping and Villation exercise has been shown to in. goals Crane 2000. More specific instantiations of be crease undergraduate hope levels and was acted with making optimism may be stronger predictors of academic performance and greater progress toward valued goals (Feldman Dreher 2012 subjective well-being. For example, and head milarly, a hope focused intervention for first-year college students that academic in specifiche directly predicted ca per sulted in higher grades among participants whose hope increased in formance among undergraduates wher, trait hepedi How response to the intervention (Feldman, Davidson & Mag 2015). ever, trait hope Indirectly predicted academic perfone through Moreover, interventiom targeting hopeful and optimistic thinking academic domain-specific hope. These results are congruent with may improve student paychological well-being. However, the present results in that trai hopeappears to have an indirect sunt results suggest that increasing hope and optimism may ameliorare demic performance through more specific expectancy beles Mere peychologal well-being a different ways. The aforementioned hope research is ended dailying the couples within focused intervention may improve student wellbeing by increasing level expectations, specific expectation, and importanti their experience of positive afect and we of life antifaction such as academic performance and subjective well-being Conversely, increasing optimiste thinking may improve student te Fourth gives will come siliency by changing how stresors are appraised, thereby reducing causal claims about the role of hope and time with regard negative emotions related to the stress response. For example at the academic performance and subjective well-being Researched beginning of the semester, students could imagine stressful situations studying the effects of interventions targeting hope and kely to arise and then lis ways to maintain a positive audio in the Several intervention studies are promising in that they demonstrate the midst of these stesso. Sergio Mogi (2014) found that suchhape and optimism can be increased Mad Sci 2007 an optimism intervention, delivered online, decreased dysfunctional dan vooral 2015) attitudes, resulting in fewer depressive symptom. Similarly, Lim there are subsequent improvements in goal-directed perleme Ovedia and N 2014) found ist an optimisme intervention decreased paychological well-being used redan eta 2015 Set
KLR Mới Hà Nội 4. Fifth the goal of this study was to examine the emotions of hope and optimism with outcomes to better understand their ference. Our analyses statistically held hope constante en the unique locations of optimism and vice versa. The curcando sions are based contifical partial clipele aliy, hope and optimium elence each her and work conce atincta et of imple outcomes. Increasing hope cres optimum, and the positive contribution of cely lated to the positive contributions of the other. However, mining the differences between hopedia order to determine which one is likely to be the most efficient target of intervention for particular outcomes Finally, there were significant differences between individuals who did and did not complete this study is in the who completed the study and significantly higher rade polata tifeandation than complete This differ drop may have led the concerning hoppede wellbeing Towever, findings were in line with the we have increased confidence in the way for 5. Conclusion Hope and optimism are linked with better care perfomance and paythological well-being. This study replicates and testing ho the two contracts. Hope may be the ones per al academic performance, though this cation was dit by Brade expectancy, Both constructs appear to predict changes in jective well-being over time. This study offers insight into potential screening and intervention tegies for college student further arch, Indlading intervention wadies on hape and optimi, may create or blity to create a more positive educational experience for university students References ALL COM RAM ch ONG des CAGO ce W OX GRAD
Instructions: Step 1: Please read the article entitled "Hope and optimism as predictors of academic performance and subjective well-being in college students." Step 2: Please do TASK A and TASKB based on the information you get from the article. TASK A: QUESTIONS AND ANSWERS 1. What is the aim/goal of the article? 2. The article defined Optimism as: 3. After reading the article, what are your thoughts about optimism and hope? TASK B (Word Cloud) Please generate a word cloud including at least 25 words based on what you learned in the article, Chapter 5, and our lectures on optimism. After you create your word cloud, please past your cloud here or attach as a pdf/jpeg file. You can use one of the following websites to create your word cloud: • https://wordart.com/ • https://www.wordclouds.com/ • https://worditout.com/ http://www.edwordle.net/