Academic Optimism of Schools: A Force for Student Achievement

By Wayne K. Hoy, C. Tarter, A. W. Hoy. 2006

769 citations recorded by the source corpus.

Subfields: Applied Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/86a125cac94a99f17f6cadf8ae0169f289b300d2

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Citations in the corpus

Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “…through which leadership impacts improvement in teaching and learning (e.g. Bryk and Schneider, 2002, 2003; Bryk et al., 1999; Goddard et al., 2000; Hoy et al., 1992, 2006; Leithwood and Beatty, 2008; Leithwood et al., 2008, 2010a; Louis et al., 2010; Sleegers et al., 2002; Tarter et al.,…”
Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students (2006, background): “Recently, Hoy and colleagues ( Hoy & Miskel, 2005 ; Hoy, Tarter, & Woolfolk Hoy, in press ; Hoy, Tarter, & Woolfolk Hoy, 2005 ) have suggested that these three characteristics may represent three dimensions of a single latent construct, which they call academic optimism .”
The Impact of Principal Perception on Student Academic Climate and Achievement in High School: How Does it Measure Up? (2014, methodology): “We calculated factors to include similar constructs together within the subsequent models, following the recommendations of the literature that used similar constructs to examine academic climate (Goddard et al., 2000; Griffith, 1995; Heck, 2006; Hoy et al., 2006; Urick & Bowers, 2011; Wilkins & Kup”
School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction (2015, background): “2000), and academic press (Hoy et al. 2006) to student achievement.”
Family Background and School Effects on Student Achievement: A Multilevel Analysis of the Coleman Data (2011, background): “For instance, Hoy, Tarter, and Hoy (2006) found that the latent construct academic optimism, represented by a school’s academic emphasis, collective efficacy, and faculty trust in students and parents, was positively and significantly related to student achievement net of student background and…”
Enabling school structures, collegial trust and academic emphasis (2016, background): “In short, goals are set for students that are high but possible to attain, a safe and orderly learning environment is established, and students value academic achievements (Hoy et al., 1991; Hoy et al., 2006; Hoy and Miskel, 2008).”
How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance (2019, background): “1 3 their relevance in a variety of school–related variables (Bong 2001; Gallagher et al. 2016; Hoy et al. 2006; Jiang et al. 2014; Rand et al. 2011; Snyder et al. 2002).”
Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies (2018, background): “Several studies have shown that optimism has been positively associated with academic achievement (Hoy et al., 2006) and goal commitment (Wong & Lim, 2009).”
Testing a Conception of How School Leadership Influences Student Learning (2010, background): “These and related studies (Ma & Klinger, 2000; McGuigan & Hoy, 2006; Hoy et al., 2006; Smith & Hoy, 2007) concluded that increases in a school’s academic press are positively related to increased math and reading achievement, the size of the relationship competing with socioeconomic status (SES) in…”
Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. (2020, positive): “Mathematics test performance was treated as a single-item latent variable with σε = .1 in line with estimates derived from previous empirical studies (Hoy et al., 2006; Watkins et al., 2007).”
A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools (2011, methodology): “Hoy et al. (2006a) indicated that ‘academic optimism’ influenced ‘student achievement’.”