The Development and Validation of the Children’s Hope Scale

Snyder, C. R.; Hoza, Betsy; Pelham, William E.; Rapoff, Michael A.; Ware, Leanne; Danovsky, Michael B.; Highberger, Lori; Ribinstein, Howard; Stahl, Kandy J.

doi:10.1093/jpepsy/22.3.399

Cited by 906 publications

(765 citation statements)

References 13 publications

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“…Accordingly, one must not apply the results to male college athletes until such studies are completed. In previous studies with over 5,000 college students, however, there has never been a gender difference in Hope Scale scores among college students (see Snyder, 1994b;Snyder, Harris, etal., 1991) or teenagers (Snyder, Hoza, et al, 1997). This lack of previous gender effects does not preclude, of course, the possibility of such differences occurring in future male and female samples of college athletes.…”

Section: Discussionmentioning

confidence: 97%

Role of hope in academic and sport achievement.

Curry¹,

Snyder²,

Cook³

et al. 1997

Journal of Personality and Social Psychology

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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.A typical dictionary definition of hope as "a desire and the confident expectation of its fulfillment" captures one of the fundamental reasons that humans enjoy sporting activities (Osterhoudt, 1978). From the First Olympiad in 776 B.C. to neighborhood basketball games to next year's Super Bowl, the athletes' hopes for desired sport goals are pivotal to understanding these activities. Nevertheless, the role of hope has remained unexplored among personality researchers interested in individual differences in motivation, as well as by sport psychologists, largely because a theoretical model of hope and the associated measurement instruments have not been available. Accordingly, on the basis of the recent development of a theory of hope and measurement indices related to this construct, the present series of studies was performed to provide initial information about the role of hope in the academic and sport achievements of college students.Previously, scholarly writings have defined hope as a unidimensional construct involving an overall perception that goals can be met (French, 1952;Lewin, 1935;Stotland, 1969). Expanding on this unidimensional model, Snyder and his col-

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Section: Discussionmentioning

confidence: 97%

Role of hope in academic and sport achievement.

Curry¹,

Snyder²,

Cook³

et al. 1997

Journal of Personality and Social Psychology

Self Cite

343

223

View full text Add to dashboard Cite

show abstract

“…Children's dispositional hope was examined through the Children's Hope Scale for ages 8 to 16 (Snyder, Hoza, et al, 1997) which comprises three agency thinking (e.g., "I think I am doing pretty well") and three pathways thinking (e.g., "I can think of many ways to get the things in life that are most important to me") items. Responses ranged from 1 = None of the time to 6 = All of the time.…”

Section: Methodsmentioning

confidence: 99%

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

Στεφάνου

2012

IJPS

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This study examined (a) students' (n= 342, both genders, grades 5 and 6) attributions and emotions for their subjectively perceived school performance in language and mathematics as successful or unsuccessful, (b) the role of students' hope (pathways thinking, agency thinking) in the: perceived performance in the above school subjects as successful or unsuccessful, subsequent attributions and emotions, impact of attributions on emotions, and,in turn,interactive effect on performance expectations. The estimated as successful and unsuccessful school performance was predominately attributed to stable and unstable (external in language) factors, respectively. The students experienced intense positive and moderate negative emotions for the perceived successful and unsuccessful school performance, respectively. Hope (mainly, agency thinking) positively influenced the attributions (particularly, stability) and emotions (mainly, pathway thinking), and the impact of attributions on emotions, mainly in unsuccessful performance in mathematics. Hope, attributions and emotions had unique and complimentarily effect on performance expectations.

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“…However, few studies have examined hope among children and adolescents aside from samples used during the initial validation of the Children's Hope Scale (CHS: see Snyder et al 1997), and that of two studies which aimed to further validate the CHS with middle and high school students (see Valle et al 2004). Expanding on previous hope work, investigated various psychoeducational and psychological indicators of school adjustment and their relationships to adolescent students' levels of hope and found that both the Pathways and Agency subscales of the CHS were positively correlated to global LS, personal adjustment, grade point average (GPA), and SEAs, but negatively correlated to indicators of psychological distress, and school maladjustment.…”

Section: Hopementioning

confidence: 99%

Youth Life Satisfaction: A Review of the Literature

2008

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A central construct within the positive psychology literature is life satisfaction. Whereas adult life satisfaction has been studied extensively, the life satisfaction of children and adolescents has only received attention more recently. This article provides a review of the extant research on youth life satisfaction. Empirical studies (n = 141) on life satisfaction among youth are reviewed. The review details how life satisfaction among youth relates to various other important emotional, social, and behavioural constructs. Evidenced by the review are the conditions that foster positive life satisfaction and the implications of positive life satisfaction among youth. Future directions in life satisfaction research among youth are briefly discussed.Keywords Life satisfaction Á Adolescent Á Children Á Subjective well-being Á Happiness Á Review Recently the burgeoning field of positive psychology has re-illuminated the need for psychology to address areas associated with optimal functioning and happiness. From the time of Aristotle (1925), the pursuit of happiness and the achievement of the 'good life' has been a major concern among philosophers and theologians, and was included as a foundational mission of psychology (Seligman 2002b;Seligman and Csikszentmihalyi 2000). Within the field of psychology the study of 'happiness' generally falls under investigations of subjective well-being (SWB) (see Diener 1984;Diener 1994;Diener et al. 1999, for reviews). The SWB construct is a tripartite category of phenomena, which includes: emotional responses (i.e. positive affect (e.g. joy, optimism) and negative affect (e.g. sadness, anger)), domain satisfactions (e.g. work satisfaction, relationship satisfaction), and global judgements of life satisfaction (LS) (Diener et al. 1999). In the research literature the components of SWB are often used interchangeably with each other and considered synonymous with term 'happiness' (Diener 1994;Seligman 2002a); despite that the term

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The Development and Validation of the Children’s Hope Scale

Cited by 906 publications

References 13 publications

Role of hope in academic and sport achievement.

Role of hope in academic and sport achievement.

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

Youth Life Satisfaction: A Review of the Literature

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