Hope uniquely predicts objective academic achievement above intelligence, personality, and previous academic achievement

Pathways to educational aspirations: resilience as a mediator of proximal resources and risks

“…Comprising as it does individual, relational and contextual components, the model clearly articulates the significant role that resilience resources play in potentiating educational aspirations. The wider literature has established that educational aspirations are significant drivers of educational success (Snyder et al 2002;Day et al 2010). The challenge, then, is for educators and other professionals to focus upon enhancing the resilience resources around young people because this will facilitate educational aspirations.…”

“…Ashby and Schoon (2010) found that adolescent educational aspirations predicted later income, educational and occupational status in adulthood. Others have found a strong connection between hope and educational achievement when other factors such as intelligence, personality and prior educational achievement are controlled for (Day et al 2010).…”

Affective Dimensions of Liminality

“…They reported that students who had participated in a workshop designed to enhance their hope, academic self-efficacy and sense of coherence showed more improvement in their grades in the semester following the workshop compared with students who had not participated in such a workshop. In another study Day, Hanson, Maltby, Proctor and Wood (2010) found that, when they controlled for intelligence, prior academic performance and personality characteristics, hope was a reliable predictor of academic success.…”

“…Whilst this work continues to shed light on the relationship between motivation and performance it tells us little about the affective experience of learning and how that might influence subsequent learning behaviour and engagement. In comparison relatively little is known about how affective psychological states such as hope or optimism might relate to the same set of learning behaviours (Baker et al, 2013;Cozolino, 2014;Davidson et al, 2012;Day et al, 2010). In this section we will consider what is known about the place of affect in learning HOPE Much of the work exploring the affective dimensions of learning has been carried out within the domain of positive psychology (Lopez & Snyder, 2003;Seligman, 2006;Seligman, Ernst, Gillham, Reivich, & Linkins, 2009) and it stems, at least to some extent, from Albert Bandura's socio-cognitive theory of behaviour (Bandura, 1977(Bandura, , 1997(Bandura, , 2000.…”

A Path Analysis Model Pertinent to Undergraduates’ Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors

“…For Luthans et al (2012), high degrees of psychological capital can facilitate students' academic success. Specifically, each component in psychological capital (hope, self-efficacy, resilience, optimism) shapes students' academic coping strategies (Fontaine, Manstead, & Wagner, 2004;Gonzales-Torres & Artuch-Garde, 2014;Hatchett & Park, 2004;Khan, 2013;Nes & Segerstrom, 2006;Onwuegbuzie & Snyder, 2000;Steinhardt & Dolbier, 2008) and their accomplishments (Chemers et al, 2001;Day, Hanson, Maltby, Proctor, & Wood, 2010;Gore, 2006;Kwok, Hughes, & Luo, 2007;Ruthig, Perry, Hall, & Hladkyj, 2004;Snyder, Shorey, Cheavens, Pulvers, Adams III, & Wiklund, 2002) Besides, students' academic coping strategies have modifying roles on their academic performance (Hsieh et. al., 2012;Kuncharin & Mohamad, 2014).…”