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Predictors of academic hope : = A preliminary biopsychosocial model.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Predictors of academic hope :/
Reminder of title:	A preliminary biopsychosocial model.
Author:	Kinsinger, Sandra Ellen Hoover.
Description:	1 online resource (141 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781321911404

Predictors of academic hope : = A preliminary biopsychosocial model.
Kinsinger, Sandra Ellen Hoover.

Predictors of academic hope :A preliminary biopsychosocial model. - 1 online resource (141 pages)

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--University of South Dakota, 2015.

Includes bibliographical references

State performance-based funding mandates are influencing efforts to demonstrate retention and graduation rate effectiveness in higher education. In addition to academic enhancement strategies, educators are looking to non-academic factors to boost academic outcomes. A hopeful mindset has been identified as one non-academic factor linked with persistence and achievement in the classroom and desirable retention and graduation rates. Students with high hope possess strong agency and are able to derive multiple pathways to achieve challenging academic goals. However, hopefulness differs among learners, and the reason some are more naturally inclined to be hopeful is unclear. This study assessed 405 predominantly White, non-Hispanic, Midwestern college students to determine possible predictors of academic hope from a biopsychosocial perspective in an effort to understand the development of academic hope more fully. Although not an exhaustive examination, the analyses yielded a preliminary set of academic hope predictors while holding sex and GPA constant. Sensitivity in the biological behavioral activation system (BAS) in the areas of drive and reward responsiveness, a cognitive preference for and enjoyment of rational information processing, and comfort with closeness, perceptions of the dependability of others, and relational anxiety relative to one's internal working model of attachment combined to predict statistically significant variance in levels of academic hope. A subsequent cross-validation analysis offered support for the fit of the model. Behavioral inhibition, fun seeking approach behavior, and preference for experiential information processing were not significant contributors to the prediction model. Implications for potential deficits in each academic hope predictor area are discussed with specific attention given to suggestions for enhancement and remediation in the higher education setting.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781321911404Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Predictors of academic hope : = A preliminary biopsychosocial model.
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500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
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520 $a State performance-based funding mandates are influencing efforts to demonstrate retention and graduation rate effectiveness in higher education. In addition to academic enhancement strategies, educators are looking to non-academic factors to boost academic outcomes. A hopeful mindset has been identified as one non-academic factor linked with persistence and achievement in the classroom and desirable retention and graduation rates. Students with high hope possess strong agency and are able to derive multiple pathways to achieve challenging academic goals. However, hopefulness differs among learners, and the reason some are more naturally inclined to be hopeful is unclear. This study assessed 405 predominantly White, non-Hispanic, Midwestern college students to determine possible predictors of academic hope from a biopsychosocial perspective in an effort to understand the development of academic hope more fully. Although not an exhaustive examination, the analyses yielded a preliminary set of academic hope predictors while holding sex and GPA constant. Sensitivity in the biological behavioral activation system (BAS) in the areas of drive and reward responsiveness, a cognitive preference for and enjoyment of rational information processing, and comfort with closeness, perceptions of the dependability of others, and relational anxiety relative to one's internal working model of attachment combined to predict statistically significant variance in levels of academic hope. A subsequent cross-validation analysis offered support for the fit of the model. Behavioral inhibition, fun seeking approach behavior, and preference for experiential information processing were not significant contributors to the prediction model. Implications for potential deficits in each academic hope predictor area are discussed with specific attention given to suggestions for enhancement and remediation in the higher education setting.
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