Overcoming Obstacles and Academic Hope: An Examination of Factors Promoting Effective Academic Success Strategies

Abstract

The purpose of this qualitative study was to explore the underlying noncognitive processes and institutional factors that allowed first-year students to enact effective strategies for attaining academic success and persisting despite obstacles. The varying levels of academic preparation and unique obstacles faced by the student participants allowed for us to employ a constant comparative approach in analyzing the results. A core story of hopeful thinking emerged which interacted with four major themes including: a) generating alternative pathways when encountering obstacles to social and academic integration, b) goal setting and planning, c) active use of peer and academic supports, and d) experiencing a positive institutional context. While this study confirms research about what factors predict the success of students coping with difficult transitions, it also provides new insights. Results suggest that academic hope is an important theoretical framework to guide future research and practice in the area of student retention.Higher education researchers and policy makers have focused much attention on determining what internal student characteristics and institutional factors significantly predict whether or not students will successfully navigate the college system and attain academic success (Clark

exploration of persistence among successful low-income students in North Carolina

“…Goal-oriented students with clearly defined educational plans and established benchmarks, who had the ability to articulate their educational goals clearly, were much more apt to continue, ultimately earning their credential (Barbatis, 2010;Camburn, 1990;Hawley & Harris, 2006;Kefallinou, 2009;Pascarella, Edison, Hagedorn, & Terenzin, 1998;Simmons, 2013;Voorhees & Zhou, 2000). Hansen et al (2014) studied the concept of academic hope and concluded: "The findings postulate a core story of hopeful thinking in which students thought that they would be successful, persisted despite obstacles, generated alternative pathways when encountering difficulties, sought out social and organizational supports, and were resilient in the face of adversity" (p. 55). Snyder (1995) defined hope as "the process of thinking about one's goals, along with the motivation to move toward those goals (agency), and the ways to achieve those goals (pathways)" (p. 355).…”

“…The research connects these attributes with positive outcomes like academic performance and goal achievement (Feldman, Rand, & KahleWrobleski, 2009;Rand, 2009;Snyder, Shorey, & Rand, 2008). Additionally, Hansen et al (2014), concluded that thinking hopefully was the strongest cognitive motivator that helped students develop successful stratagems to meet their goals.…”

“…Changing these negative characteristics may be more effective at reducing the achievement gap for economically disadvantaged populations than school reform (Rothstein, 2004). Hansen, Trujillo, Boland, and MacKinnon (2014) suggested that these students face a myriad of obstacles to overcoming weak academic performance. Many who struggle with college coursework require remediation to have any hope of successful matriculation in collegelevel programs.…”

“…Even though adult students tend to have higher GPAs, they are less likely to persist because of inherent obstacles associated with balancing school with other obligations (Capps, 2012;Hansen et al, 2014;Welch, 2014). Additionally, persisting adult students take longer to graduate because they are more likely to attend only part-time to accommodate work and family schedules (Capps, 2012;Martin et al, 2014).…”

“…Adult students are less likely to persist to completion, even though they tend to have higher grade point averages (Capps, 2012;Hansen et al, 2014;Welch, 2014). Low-income students who work at least 30 hours per week and attend school part-time are at a higher risk of dropping out (Kezar et al, 2015).…”