Internal and External Loci-of-Hope Predict Use of Individual and Collaborative Learning Strategies: Evidence from University Students in Four Asian Cities

Bernardo, Allan B. I.; Salanga, María Guadalupe C.; Khan, Aqeel; Yeung, Susanna S.

doi:10.1007/s40299-015-0249-y

Cited by 27 publications

(15 citation statements)

References 37 publications

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“…Hope as defined and measured in Snyder's theory is the internal locus‐of‐hope, as it refers to personal agency; three external locus‐of‐hope dimensions involve agency of one's family, peers, and spiritual/external forces. The four‐factor locus‐of‐hope model has been verified in various Asian cultural groups (Bernardo & Estrellado, ; Bernardo & Nalipay, ; Bernardo, Salanga, Khan, & Yeung, ). In different Asian samples, internal locus‐of‐hope was related to individualism and independent self‐construal, and external loci‐of‐hope were related to collectivism and interdependent self‐construal (Bernardo, ; Du & King, ).…”

Section: Cultural Reading Of Hope Theorymentioning

confidence: 91%

“…In the school context, external locus‐of‐hope dimensions also relate to general life satisfaction of high school (Bernardo, ) and university students (Bernardo, Wang, Pesigan, & Yeung, ; Du, Bernardo, & Yeung, ). External‐peer locus‐of‐hope buffered the effects of everyday discrimination (e.g., being treated with less respect than others, people acting as if you are not smart) in college students (Datu & Mateo, ), and predicted use of collaborative learning strategies (Bernardo et al., ). But the empirical evidence on how external locus‐of‐hope relate to students’ well‐being is quite limited compared to the extensive data on (Snyder's) internal locus‐of‐hope.…”

Section: Cultural Reading Of Hope Theorymentioning

confidence: 99%

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External locus‐of‐hope, well‐being, and coping of students: A cross‐cultural examination within Asia

Bernardo

Yeung²,

Resurreccion

et al. 2018

Psychology in the Schools

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Intervention programs to strengthen hope in students have been developed and implemented in schools. The programs are based on Snyder's theory that defines hope as thoughts regarding personal capacities and pathways for goal attainment. Hope theory was recently extended to include external loci‐of‐hope, which derive from conjoint models of agency emphasized in collectivist societies. But evidence on external loci‐of‐hope's positive influence on students’ well‐being is limited. Two studies (involving student samples from four universities in Asian cities) explored how external loci‐of‐hope relate to students’ life satisfaction, personal well‐being (self‐esteem, self‐mastery), relational well‐being (relational self‐esteem, communal mastery), and coping styles for school‐related stress. Results show that external loci‐of‐hope dimensions predict students’ life satisfaction and relational aspects of well‐being, but also predict maladaptive coping. The results are discussed in relation to how the work of psychologists in schools benefit from approaches that contextualize theoretical precepts in cultural meanings and experiences in different parts of the world.

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Section: Cultural Reading Of Hope Theorymentioning

confidence: 91%

Section: Cultural Reading Of Hope Theorymentioning

confidence: 99%

External locus‐of‐hope, well‐being, and coping of students: A cross‐cultural examination within Asia

Bernardo

Yeung²,

Resurreccion

et al. 2018

Psychology in the Schools

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“…The Locus-of-Hope Scale (Bernardo 2010) has been validated with children (Bernardo 2015) and in different Asian (Bernardo et al 2016;Du et al 2015) and North American (Munoz et al 2019;Wagshul 2019) samples. Consistent with the cultural assumptions, studies have shown how the internal locus-of-hope relate to individualism and independent selfconstruals, while external loci-of-hope relate to collectivism and interdependent self-construals (Bernardo 2010;Du and King 2013).…”

Section: Introductionmentioning

confidence: 99%

Measuring hope during the COVID-19 outbreak in the Philippines: development and validation of the state locus-of-Hope scale short form in Filipino

Bernardo

Mendoza

2020

Curr Psychol

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Various adaptations of the Dispositional Hope Scale have been validated and used for specific research and applied purposes. The Locus-of-Hope Scale was developed as a cultural adaptation that measures internal and external aspects of agency related to goalpursuit that are typical in collectivist cultures. The scale has been used to account for variations in well-being-related factors in collectivist societies but still assumes that hope-related thoughts are dispositional. A State Locus-of-Hope Scale was developed to assess hope-related thinking concerning ongoing events and experience during the COVID-19 outbreak in the Philippines in March 2020. The 16-item scale in Filipino was adapted from a short version of Locus-of-Hope Scale. Using data from 3128 respondents, confirmatory factor analysis indicated a good fit between the four-factor model (compared to one-factor and twofactor models), supporting the scale's structural validity. There was also good evidence for the subscales' convergent and discriminant validity. Preliminary evidence for construct criterion validity was demonstrated by examining associations with well-being and anxiety. The results indicate the viability of the State Locus-of-Hope scale for assessing temporal hope-related thoughts that can inform efforts to understand how individuals engage in goal-related processes and maintain well-being in specific personal and social situations.

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“…Some of this research has been put together in a special journal issue on positive education in the Asian context (King, Caleon, Tan, & Ye, 2016) that featured studies exploring different positive personal and sociocultural factors which could contribute to key learning outcomes among student populations in Hong Kong, Macau, Mainland China, Indonesia, Malaysia, Singapore, and the Philippines. The positive education research included from the Philippines explored the roles of positive affective states (Villavicencio & Bernardo, 2016) and selected dispositional factors like psychological capital Ganotice, Yeung, Beguina, & Villarosa, 2016) and locus-of-hope (Bernardo, Salanga, Khan, & Yeung, 2016) play in catalyzing desirable learning processes and outcomes among Filipino student and non-student populations. Most other published positive psychology research in the Philippines has focused on positive traits and character strengths as predictor of students' well-being, adjustment and learning outcomes (see Datu, King, & Valdez, 2017Datu, King, Valdez, & Eala, 2018;Datu, Valdez, Cabrera, & Salanga, 2017;Magno, Galang, Paterno, & Roldan, 2011), and this trend is reflected in the contents of this special issue.…”

mentioning

confidence: 99%

Positive Psychology Research in the Philippines: An Introduction

Datu¹,

Bernardo

King³

2018

PJP

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Internal and External Loci-of-Hope Predict Use of Individual and Collaborative Learning Strategies: Evidence from University Students in Four Asian Cities

Cited by 27 publications

References 37 publications

External locus‐of‐hope, well‐being, and coping of students: A cross‐cultural examination within Asia

External locus‐of‐hope, well‐being, and coping of students: A cross‐cultural examination within Asia

Measuring hope during the COVID-19 outbreak in the Philippines: development and validation of the state locus-of-Hope scale short form in Filipino

Positive Psychology Research in the Philippines: An Introduction

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