Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average

By David B. Feldman, M. Kubota. 2015

413 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4be7b02da0b485f855f60e78f981deeda6c9f1c2

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In Applied Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Profiles of hope: How clusters of hope relate to school variables (2017, background): “Feldman and Kubota (2015) found that general hope shared 44% of the variance with general self-efficacy (r = 0.67) and that academic hope shared a similar amount of variance with academic self-efficacy (r = 0.66), indicating that about 56% of the variance in the constructs is unique.”
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks (2018, background): “Academic self-efficacy and growth mindsets are concepts that have been found to be strongly associated with adaptive individual management of challenges in educational context (Feldman & Kubota, 2015; Parker, Halgin, & Borgatti, 2016; Paunesku et al., 2015).”
Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance (2015, background): “…the two have a correlational relationship (Adeyemo 2007; Baker 2015; Brown et al. 1989; Carroll et al. 2009; Chemers et al. 2001; Clay-Spotser 2015; Feldman and Kubota 2015; Galla et al. 2014; Gore 2006; Hampton and Mason 2003; Lent et al. 1986; McIlroy et al. 2015; Mone et al. 1995; Motlagh et…”
Exploring coping and optimism as predictors of academic burnout and performance among university students (2019, background): “This finding is supported by previous research proposing that self-expectation of academic efficacy and self-efficacy can be considered antecedents for cognitive involvement, academic performance and academic success (Bres o et al., 2011; Feldman & Kubota, 2015; Salanova et al., 2010).”
Understanding Student Self-Reports of Academic Performance and Course-Taking Behavior (2017, background): “Recent studies of certain socioemotional outcomes (i.e., Feldman & Kubota, 2015; Guo et al., Rosen et al. 4 2015; Yeager et al., 2016), gender-based motivation in math and science (Diseth, Meland, & Breidablik, 2014; Leaper, Farkas, & Brown, 2012), the effects of working on academic performance…”