Dimensions of Hope in Adolescence: Relations to Academic Functioning and Well-Being

Autor/inn/en	Bryce, Crystal I.; Alexander, Brittany L.; Fraser, Ashley M.; Fabes, Richard A.
Titel	Dimensions of Hope in Adolescence: Relations to Academic Functioning and Well-Being
Quelle	In: Psychology in the Schools, 57 (2020) 2, S.171-190 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bryce, Crystal I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22311
Schlagwörter	Psychological Patterns; Cognitive Processes; Adolescents; Well Being; Academic Achievement; Learner Engagement; Anxiety; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Predictor Variables; Stress Variables + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Well-being; Wellness; Wohlbefinden; Schulleistung; Angst; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Prädiktor
Abstract	Hope--a multidimensional positive motivational state--is particularly salient with adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions whereas behavioral hope focuses on actions required for goal attainment. Studies rarely examine the contribution of each type of hope to adolescents' academic functioning and well-being. The present study examines the contributions of cognitive and behavioral hope to academic functioning (i.e., achievement and school engagement) and well-being (i.e., stress and anxiousness) across adolescence among 5th- through 12th-grade students (n = 643). When modeled concurrently, cognitive hope significantly predicted achievement, school engagement, anxiousness, and stress (high school only); however, aspects of behavioral hope only predicted school engagement. Findings provide evidence regarding the unique contribution of both types of hope in school settings and possible areas for intervention to foster hope in developmentally appropriate ways, depending on the age of the students and outcomes of interest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01