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ERIC Number: EJ1097567
Record Type: Journal
Publication Date: 2016
Reference Count: 11
Instilling Hope in Students
Bashant, Jennifer L.
Journal for Leadership and Instruction, v15 n1 p17-20 Spr 2016
Why is hope such an important concept for schools to consider? Research has clearly demonstrated that more hopeful students perform better in school and in life than less hopeful students. Hopeful thought reflects the belief that one can find pathways to desired goals and become motivated to use those pathways. As a result, hope drives the emotions and well-being of people, which are essential components of one's happiness and success in life. Hope is positively associated with the following outcomes: (1) self-efficacy and self-worth; (2) better attendance; (3) optimism; (4) higher grades; (5) life satisfaction and well-being; (6) athletic achievements; (7) physical health; and (8) social competence (Snyder, Rand, and Sigmon 2000). Research in positive psychology suggests that creating hope may be a process we can control versus being an inborn attribute (Sheehan and Rall 2011). To have a hopeful school, you must have hopeful teachers as they are the engine driving hope. This paper discusses the three components of Hope Theory, strategies for instilling hope in students, and evidence-based programs that have been shown to significantly increase hope in students in particular grades.
Descriptors: Psychological Patterns, Student Attitudes, Positive Attitudes, Well Being, Self Efficacy, Attendance, Grades (Scholastic), Academic Achievement, Life Satisfaction, Athletics, Physical Health, Interpersonal Competence, Educational Strategies, Goal Orientation, Problem Solving, Thinking Skills, Critical Thinking, Student Motivation, Best Practices, Student Empowerment, Evidence Based Practice
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New York