The expansion and validation of dispositional and academic measures of hope

The importance of hope theory has been established across a variety of clinical and educational settings, but there are several areas that warrant additional research: (a) addressing psychometric concerns with general and domain specific measures of hope; (b) investigating the predictive quality of...

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Bibliographic Details
Main Author Rose, Sage
Format Dissertation
LanguageEnglish
Published ProQuest Dissertations & Theses 01.01.2007
Subjects
Academic achievement
College Students
Educational Environment
Educational evaluation
Educational psychology
Educational tests & measurements
Factor Analysis
Grade Point Average
High School Students
Learning Strategies
Multiple Regression Analysis
Psychological tests
Quantitative psychology
Undergraduate Students
Validation studies
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Summary:The importance of hope theory has been established across a variety of clinical and educational settings, but there are several areas that warrant additional research: (a) addressing psychometric concerns with general and domain specific measures of hope; (b) investigating the predictive quality of domain-specific against general measures of hope in academic settings; and (c) providing empirical evidence that distinguishes hope from well established and conceptually related motivation constructs of self-efficacy, optimism, and self-regulation. These concerns formed the basis of this dissertation research. Data were collected from two populations: college students at a large public university in the southeastern U.S. (N = 107), and students from a working class, racially diverse high school in the same town as the university population (N = 294). This research resulted in the creation of two new hope scales, the Expanded Dispositional Hope Scale (E-DHS) and the Expanded Academic Hope Scale (E-AHS). Each scale addresses past psychometric concerns about measures of hope. Results also indicate that there are theoretical and empirical differences between general and specific hope scales, and provide empirical evidence that distinguishes hope from similar motivational measures in academic settings. Finally, this research provided further empirical supports for the positive role of hope in academic achievement. The results suggest that educators may want to consider how hope affects student's perceptions of goal setting and academic success. The results also suggest that the E-DHS and E-AHS can better enable researchers and practitioners to understand how hope impacts students' lives. Likewise, the E-DHS and E-AHS can better enable students to identify and regulate their own hopeful perceptions, goal striving and academic success.
ISBN:0549632212
9780549632214