Date of Award
Doctor of Philosophy in Counselor Education (PhD)
First Advisor/Committee Member
Second Advisor/Committee Member
Third Advisor/Committee Member
hope, academic achievement, first-generation college students, academic self-efficacy
First-generation college students historically face barriers to succeed academically in post-secondary education as observed through lower graduation rates, lower GPA, lower rates of persistence in college, and prolonged time to graduate compared to non-FGCS (Cataldi, Bennett, & Chen, 2018; Chen & Carroll, 2005; Ishitani, 2006). Internal factors such as hope and academic self-efficacy have shown to have a distinct and significant impact on academic achievement (Feldman & Kubota, 2015).
In the present research, the relationships between Snyder and colleagues (1991) Trait Hope Scale (THS), Chemers and colleagues’ (2011) Academic Self-Efficacy Scale (ASES) and academic achievement, as measured by self-reported GPA, were investigated. Group-level differences were analyzed based on demographic variables (ethnicity, college-going status, and gender). The findings revealed that FGCS participants had significantly lower hope, t(312) = -2.72, p = .008, academic achievement, t(311) = -4.31, p < .001, and academic self-efficacy, t(312) = -3.74, p < .001, compared to non-FGCS. An ANOVA multi-group comparison indicated male participants significantly lower academic self-efficacy compared to female participants, F(4, 311) = 6.41, p < .001.
Within the THS subscales, agency and pathways, agency (standardized β = .42) more strongly predicted academic achievement than pathways (standardized β = -.23). A mediation analysis revealed academic self-efficacy mediated agency and academic achievement, b = .09, [BC] 95% CI [.05, .12]. Academic self-efficacy was an overall better predictor of achievement than hope, and more strongly correlated to GPA (r = .45, p < .001) than hope (r = .17, p = .001). Findings from the present study suggest that agency and academic specific support may increase academic achievement more than through general hope.
Penzar, Esther Choe, "The Role of Hope among College Students’ Academic Achievement" (2019). Education Dissertations. 46.