Hope theory, measurements, and applications to school psychology.

Abstract

The tenets of a cognitive, motivational model called hope theory (Snyder et al., 1991) are reviewed, along with the two accompanying instruments for measuring hope in children and adolescents. More than a decade of research on hope theory as it relates to students, teachers, and schools is summarized. Likewise, the applications of hope theory for school psychologists are reviewed.School psychologists contribute greatly in helping students, teachers, and schools in general to become more hopeful. As such, we see school psychologists serving in the role of "caring coaches" (Snyder, 1994) who help parents, students, teachers, and staff members to reach their education-related goals. In this article, we provide information so as to expand the already positive influence of school psychologists. To this end, we describe the tenets of hope theory, along with two brief hope scales that can be used with young children and adolescents. Moreover, we summarize the hope research conducted mainly in our laboratory, along with its implications for use by school psychologists. HOPE THEORYSnyder and colleagues (Snyder et al., 1991) have introduced a new cognitive, motivational model called hope theory. Having undergone a series of reconceptualizations (Snyder

Predicting Hope Levels of High School Students: The Role of Academic Self-Efficacy and Problem Solving

“…Bunlar; açık amaçların ve işlevsel yolların belirlenmesi ve önleyici amaçları gerçekleştirmeye yönelik güdülenmedir. Umutlu düşünce sadece ruh sağlığı alanında değil, ayrıca eğitim alanında da önemli bir yere sahiptir (Snyder vd., 1991;Snyder, Lopez, Shorey, Rand ve Feldman, 2003). Snyder ve diğerleri (2002) umut kuramının eğitim alanında güdüleyici bir model olarak kullanılmasının öneminin altını çizmişlerdir.…”

Does Psychological Capital Combat Learning and Adaptive Stress of College Freshmen

“…In other words, hope comprises "willpower" and "waypower" thinking of how individual determinates his/her goals by former and being able to create alternative pathways and contingency plans to achieve a goal with barriers by latter. Similar to self-efficacy and optimism, hope has become an essential coping strategy in academic context (Onwuegbuzie & Snyder, 2000 ;Snyder, Lopez, Shorey, Rand, & Feldman, 2003) as researchers have investigated its importance for research and practice that students with high level of hope were found to correlate positively with academic achievement (McDermott & Snyder, 2000).…”

Discrimination between hopes and expectancies for nonvolitional outcomes: psychological phenomenon or artifact?

“…A review of hope (e.g., Snyder, 1994Snyder, , 2000Snyder et al, 1997;Snyder, Sympson, Ybasco, Borders, & Babyak, 1996) and response expectancy (e.g., Kirsch, 1999) assessment literatures revealed at least two main limitations.…”