The relationship of hope in the future and perceived school climate to school completion.

Worrell, Frank C.; Hale, Robert L.

doi:10.1521/scpq.16.4.370.19896

Cited by 104 publications

(80 citation statements)

References 55 publications

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“…Relations among other contextual factors (e.g., school climate; Worrell & Hale, 2001), psychological-motivational influences (e.g., self-efficacy; Andreou & Metallidou, 2004), and measures of well-being need to be further explored. In addition, we relied on students' self-reports.…”

Section: Limitations and Strengthsmentioning

confidence: 99%

Relations among school connectedness, hope, life satisfaction, and bully victimization

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Furlong

Felix

et al. 2008

Psychology in the Schools

172

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This study investigates the role of school connectedness in mediating the relation between students' sense of hope and life satisfaction for three groups: Bullied Victims, Peer Victims, and Nonvictims. Students in grades 5 to 12 (N = 866) completed the California Bully/Victim Scale, School Connectedness Scale, Children's Hope Scale, and Students' Life Satisfaction Scale. Multigroup latent mean analysis revealed significant group mean differences in hope, school connectedness, and life satisfaction, supporting our bullying classification. Multigroup structural model analysis showed differential patterns between hope, school connectedness, and life satisfaction. Specifically, school connectedness partially mediated the relation between hope and life satisfaction for the Nonvictims only. The effect of hope on school connectedness was stronger for the Bullied Victims than the Nonvictims, and the effect of hope on life satisfaction was stronger for the Peer Victims and Bullied Victims than the Nonvictims group. Implications for research and practice are discussed. C 2008

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Section: Limitations and Strengthsmentioning

confidence: 99%

Relations among school connectedness, hope, life satisfaction, and bully victimization

You

Furlong

Felix

et al. 2008

Psychology in the Schools

172

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“…We know that indicators of cognitive and affective engagement are associated with positive learning outcomes (Fredericks et al, 2004), are related to motivation (Reeve, Jang, Carrell, Jeon, & Barch, 2004), and increase in response to specific teaching strategies (Marks, 2000). Given that school personnel cannot alter family circumstances (e.g., income or mobility), the focus on alterable variables, including the development of students' perceived competence, personal goal setting, and interpersonal relationships to offer students optimism for a positive outcome are critical for school-based intervention efforts (Floyd, 1997;Worrell & Hale, 2001).Engagement is not conceptualized as an attribute of the student, but rather a state of being that is highly influenced by contextual factors-home, school, and peers-in relation to the capacity of each to provide consistent support for student learning (Wentzel, 1998). The distinction between indicators of and facilitators of engagement provides the conceptual base for creating an assessmentto-intervention link for students who are showing signs of disengagement.…”

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confidence: 99%

Engaging students at school and with learning: A relevant construct for all students

Furlong

Christenson

2008

Psychology in the Schools

150

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There is consensus that student engagement is a relevant and multidimensional construct that integrates students' thoughts, feelings, and behaviors (Fredericks, Blumenfeld, & Paris, 2004;Furlong et al., 2003). Most typically, researchers have incorporated a three-part typology, emphasizing affective, behavioral, and cognitive dimensions of engagement (Finn, 1989;Fredericks et al., 2004;Jimerson, Campos, & Greif, 2003). Practitioners, however, have often been highly influenced by academic engaged time (i.e., time on task) or academic learning time (i.e., amount of time engaged completing an academically relevant task) when identifying a student's difficulty in school and/or designing an intervention in collaboration with teachers. In this special issue, the articles represent the seminal nature of considering a four-part typology-the degree to which students are engaged academically, behaviorally, cognitively, and affectively (i.e., psychologically) at school and with learning-for creating an assessment-to-intervention link that enhances students' connection to the school environment. Even a cursory reading of the literature supports that student engagement is defined as a concept that requires psychological connections within the academic environment (e.g., positive relationships between adults and students and among peers) in addition to active student behavior (e.g., attendance, effort, prosocial behavior). Effective interventions address engagement comprehensively, not only focusing on academic or behavioral skill deficits, but also on the social, interpersonal aspects of schooling, particularly the need for supportive connections to other adults and peers and the explicit programming for motivation to address students' confidence and apathy (Brophy, 2004).Both academic and social aspects of school life are posited to be integral for student success, especially those students who are vulnerable to educational failure, showing signs of withdrawal from learning or motivational difficulties. McPartland (1994) provided an organizing framework for broad interventions to engage students. In this 2 × 2 framework, the type of school goals (academic or social) interact with the nature of the concern (within or out-of-school experiences) to produce four recommendations for engaging students. Opportunities for success in schoolwork and communicating the relevance of schooling experiences to students' future endeavors are necessary to help students meet academic goals. Equally important, creating a caring and supportive environment and helping students with personal problems are necessary to facilitate students' reaching social goals. This framework also reifies that student performance in school is best conceptualized from systems theory (Bronfenbrenner, 1992), wherein students are engaged because of what students do in the classroom; however, students' engagement is influenced by the context, including instructional support from teachers and the academic and motivational home support for learning (Christenson & Thurlow,...

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“…In a recent update, it was indicated that the employees' psychological capital (a combined construct of hope, optimism, self-efficacy and resiliency) had positive impacts on their job performance, organizational commitment and organizational citizenship behavior (Zhong, 2007). Studies indicate that hope predicts resilience (Worrell and Hale, 2001) academic success (Snyder, 2002) and persistence (Snyder, 2002). Within positive psychology, hope is positively correlated with self-esteem, optimism, and positive affect (Snyder, 2002) which are related to citizenship behavior (Walumbwa et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Positive Organizational Study: A Comparison between Private and Government University Teacher

Iqbal

Shahzad

Rattani

et al. 2017

Asian Journal of Social Sciences and Management Studies

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The study conducted explored the relation between Psychological Capital, General Health and Organizational Citizenship Behavior and its variation between the teachers of private and government universities of Karachi, Pakistan. Based on existing literature, following hypotheses were formulated; (1) Difference would be observed in psychological capital of private and government university teachers, (2) Difference would be observed in efficacy levels of private and government university teachers, (3) Individuals with good health will have high psychological capital, (4) Individuals with high OCB will have high psychological capital. Through convenient sampling, 261 teachers teaching at graduate-level were taken as participants. Psychological Capital Questionnaire, General Health Questionnaire and Organizational Citizenship Behavior Checklist were employed. All the hypotheses were proved when results were analyzed through SPSS. In conclusion, people having high psychological capital live healthier life and are more likely to indulge in pro-social activities and organizational citizenship behavior.

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The relationship of hope in the future and perceived school climate to school completion.

Cited by 104 publications

References 55 publications

Relations among school connectedness, hope, life satisfaction, and bully victimization

Relations among school connectedness, hope, life satisfaction, and bully victimization

Engaging students at school and with learning: A relevant construct for all students

Positive Organizational Study: A Comparison between Private and Government University Teacher

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