The Magic of Hope: Hope Mediates the Relationship between Socioeconomic Status and Academic Achievement

Autor/inn/en	Dixson, Dante D.; Keltner, Dacher; Worrell, Frank C.; Mello, Zena
Titel	The Magic of Hope: Hope Mediates the Relationship between Socioeconomic Status and Academic Achievement
Quelle	In: Journal of Educational Research, 111 (2018) 4, S.507-515 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dixson, Dante D.) ORCID (Mello, Zena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1302915
Schlagwörter	Correlation; Socioeconomic Status; High School Students; Academic Achievement; Social Cognition; Cognitive Processes; Grade Point Average; Stress Variables; Minority Group Students; Achievement Gap; Social Class; Psychological Patterns; Measures (Individuals); Urban Schools; Grade 9; Grade 10; Student Attitudes + Suchen Sie Ihr Suchwort? Korrelation; Socio-economic status; Sozioökonomischer Status; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Soziale Kognition; Cognitive process; Kognitiver Prozess; Social classes; Soziale Klasse; Messdaten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten
Abstract	Two studies examined whether hope partially mediates the relationship between socioeconomic status (SES) and academic achievement. Guided by recent theoretical formulations about social class and the social cognitive process, in Study 1 a mediational pathway from SES to academic achievement via hope was documented in a diverse sample of adolescents. The mediational pathway was replicated in Study 2 in a minority sample of high school students. In both studies, hope was found to partially mediate the relationship between SES and grade point average. In addition, the unique contribution of hope to academic achievement replicated across the 2 studies, indicating that the additional stressors and challenges associated with being a minority did not affect the mediation. These results have implications for achievement gap interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01