Academic Expectations and Actual Achievements: The Roles of Hope and Effort

Autor/inn/en	Levi, Uzi; Einav, Michal; Ziv, Orit; Raskind, Ilana; Margalit, Malka
Titel	Academic Expectations and Actual Achievements: The Roles of Hope and Effort
Quelle	In: European Journal of Psychology of Education, 29 (2014) 3, S.367-386 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-013-0203-4
Schlagwörter	High School Students; Grade 10; Expectation; Academic Achievement; Social Theories; Self Efficacy; Structural Equation Models; Psychological Patterns; Grades (Scholastic) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Expectancy; Erwartung; Schulleistung; Gesellschaftstheorie; Self-efficacy; Selbstwirksamkeit; Notenspiegel
Abstract	This study sought to extend the research on adolescents' hope, academic expectations, and average grades. The hope theory (Snyder, "Psychological Inquiry" 13(4):249-275, 2002), the salutogenic paradigm (with a focus on sense of coherence (SOC) (Antonovsky 1987)), and Bandura's ("Journal of Management" 38(1):9-44, 2012) social learning theory (with a focus on three self-efficacy (SE) constructs: academic SE, social SE, and emotional SE), were used as an integrated conceptual framework for predicting expected and actual academic performance. The sample consisted of 289 10th grade high school students (152 girls and 137 boys). The structural equation modeling (SEM) analysis provided support for the hypothesized modified model. The results demonstrated that hopeful thinking had a direct effect on grade expectations, which, in turn, predicted academic achievement. In addition, SOC, social SE, emotional SE, and academic SE were interrelated, but only emotional SE and SOC contributed directly to hope. Academic SE predicted effort, which also contributed to hope. Thus, the relations between students' investment of effort and actual grades were predicted indirectly through hopeful thinking and grade expectations. The implications for future research and the field of educational psychology of using hope, SOC, and SE as an integrated conceptual framework for predicting academic outcomes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10