Future time perspective, hope, and ethnic identity among African American adolescents. 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.Īdelabu, D. Thus, the relations between students' investment of effort and actual grades were predicted indirectly through hopeful thinking and grade expectations.
Academic SE predicted effort, which also contributed to hope. In addition, SOC, social SE, emotional SE, and academic SE were interrelated, but only emotional SE and SOC contributed directly to hope. The results demonstrated that hopeful thinking had a direct effect on grade expectations, which, in turn, predicted academic achievement. The structural equation modeling (SEM) analysis provided support for the hypothesized modified model. The sample consisted of 289 10th grade high school students (152 girls and 137 boys).
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. This study sought to extend the research on adolescents' hope, academic expectations, and average grades.
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