Exploring the Effects of Hope on GPA and Retention among College Undergraduate Students on Academic Probation

Seirup, Holly J.; Rose, Sage

doi:10.1155/2011/381429

Cited by 23 publications

(12 citation statements)

References 24 publications

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“…Hope-based interventions have been found to improve levels of hope while reducing symptoms of anxiety (Cheavens et al, 2006). Programs that focus on building hope should be embedded at post-secondary institutions to reduce anxiety and support academic gains in students' lives (Seirup & Rose, 2011).…”

Section: Modifiable Factors Of Interestmentioning

confidence: 99%

Risk and protective factors for anxiety impacting academic performance in post-secondary students

Lisnyj

Russell²,

Papadopoulos

2020

CJHE

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This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on thesepredictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.

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Section: Modifiable Factors Of Interestmentioning

confidence: 99%

Risk and protective factors for anxiety impacting academic performance in post-secondary students

Lisnyj

Russell²,

Papadopoulos

2020

CJHE

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“…Furthermore, Siu et al (2014) propounded that self-efficacious students are more willing to do their assignments and absorb materials more easily and effectually. With regard to the second and third subconstructs, both optimism and hope are said to be highly correlated with more efficient academic performance (Gilman, Dooley, & Florell, 2006;Rand, Martin, & Shea, 2011;Seirup & Rose, 2011;Solberg, Evans, & Swgerstrom, 2009;), and also with successful graduation (Seirup & Rose, 2011) since optimistic learners are more willing to take and overcome challenges (Carver & Scheiver, 1998), and hopeful students pursue their goals more enthusiastically (Snyder, Rand, & Sigmon, 2002). Finally, the last component of PsyCap, resilience, is to a great extent associated with persistence, active participation, and adaptation (Masten & Reed, 2002), and also the academic success of resilient individuals has been found inevitable.…”

Section: Psychological Capitalmentioning

confidence: 99%

The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement

Khajavy¹,

Makiabadi²,

Navokhi³

2019

Eurasian Journal of Applied Linguistics

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By shifting the focus of studies in applied linguistics from negative psychology to positive psychology, psychological capital (PsyCap) consisting of self-efficacy, hope, optimism, and resilience can be an influential factor in the language classrooms. Prior studies have emphasized the role that PsyCap plays in management, though little attention has been given to it in education. Therefore, to address this gap, this research intends to assess the role of PsyCap in learners' second/foreign (L2) willingness to communicate (WTC), L2 motivational self system, and L2 achievement. To achieve this goal, 317 Iranian English as a foreign language (EFL) learners took part in the present study and completed the measures of PsyCap, L2 WTC, and L2 motivational self system. The findings of structural equation modeling demonstrated that the learners' PsyCap was a positive significant predictor of L2 WTC, L2 motivational self system, and L2 achievement. These findings confirm the influential role of PsyCap in language education. Based on the findings, some recommendations were presented on how to apply PsyCap to the realm of language education.

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“…Krumrei-Mancuso et al (2013) noted that factors such as academic self-efficacy were predictive of students' GPA when controlling for factors such as demographics. Similarly, factors such as hope (Seirup & Rose, 2011), goal-setting (Morisano et al, 2010), and institutional connectedness (Tinto, 1975) have shown promise for student retention and success. However, limitations still exist regarding the potential generalizability of some of these models with regard to more diverse and non-traditional populations of students (Davidson & Wilson, 2013), and there still remains a gap in understanding what truly works.…”

Section: Introductionmentioning

confidence: 99%

Strengths-based Indicators of Success in Hispanic Undergraduates

Schulthes¹,

Dykeman²

2020

Preprint

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By the year 2026, it is estimated that Hispanic students will make up the largest share of undergraduates enrolled in American colleges and universities. Despite increases in enrollment, this population is also one of the least likely to earn an eventual credential. Factors such as pre-college preparedness (e.g., SAT scores or high school grade point averages) and socioeconomic barriers are often cited as explanations for this attainment and persistence gap. In seeking to understand this issue, it is essential to go beyond the deficit-oriented conversation and instead shift the emphasis toward how higher education professionals can leverage students’ strengths in supporting their academic success. It is essential to delve into the factors that impact Hispanic student achievement. Using data from the Beginning Postsecondary Students (BPS) study 12/14, this secondary data analysis study explores the impact of strengths-based variables such as highest credential expected, perceived likelihood of attaining a credential, level of connectedness with their institution, and gender on Hispanic students’ outcomes with regard to credential attainment and/or persistence. Results showed that while gender and level of connectedness held no significant predictive value, students’ academic self-efficacy (perceived likelihood of attaining a credential) and goal-setting (highest credential expected) did have an impact on three-year persistence and graduation rates. Implications for practice and recommendations for future research are discussed.

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Exploring the Effects of Hope on GPA and Retention among College Undergraduate Students on Academic Probation

Cited by 23 publications

References 24 publications

Risk and protective factors for anxiety impacting academic performance in post-secondary students

Risk and protective factors for anxiety impacting academic performance in post-secondary students

The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement

Strengths-based Indicators of Success in Hispanic Undergraduates

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