Hope into Achievement: A Longitudinal Examination of Hope, Psychosocial Perceptions, and Academic Achievement in a Sample of High School Students.
Dante D Dixson1, Ersie-Anastasia Gentzis2, Leah Jansen1
1Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI 48824, USA.
View abstract on PubMed
Student hope and psychosocial perceptions positively impact academic achievement. School perceptions, particularly academic self-concept and motivation, mediate the link between hope and achievement.
Area of Science:
- Educational Psychology
- Developmental Psychology
Background:
- Student hope and psychosocial perceptions are crucial for academic success.
- Previous research suggests a positive link between hope and academic achievement.
Purpose of the Study:
- To investigate the longitudinal relationships between hope, psychosocial perceptions, and academic achievement in high school students.
- To determine if psychosocial perceptions mediate the relationship between hope and academic achievement.
Main Methods:
- Longitudinal study design involving 531 ninth-grade students.
- Data collected via surveys administered over an academic year.
- Structural equation modeling used to analyze relationships.
Main Results:
- Both student hope and psychosocial perceptions significantly predicted academic achievement (medium effect size).
- Psychosocial perceptions, specifically academic self-concept and academic motivation, partially mediated the effect of hope on academic achievement.
Conclusions:
- Fostering student hope and positive psychosocial perceptions is vital for enhancing academic outcomes.
- Academic self-concept and motivation are key psychological factors linking hope to achievement.
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