The relationship of hope in the future and perceived school climate to school completion.

By F. Worrell, R. Hale. 2001

175 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c5729cb9f3b5e48570bcaf3b876dc4167e88a1e7

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents (2006, background): “Worrell and Hale (2001) found that students who were at risk but expected the future to work out were less likely to drop out of high school than students equally at risk with little hope that the future would work out.”
Handbook of Positive Psychology in Schools (2014, background): “…Pais-Ribeiro, & Lopez, 2011b; Snyder, Hoza et al., 1997), and that high-hope high school (Snyder, Harris et al., 1991) and beginning college students (e.g., Day, Hanson, Maltby, Proctor, & Wood, 2010) have higher overall grade point averages (and dropout less often; see Worrell & Hale, 2001).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “…(Esposito 1999; Hoy and Hannum 1997), GPA (Wang and Holcombe 2010) and students’ motivation to learn (Patrick et al. 2007; Ryan and Patrick 2001), while less teacher respect for students and less student belongingness are associated (retrospectively) with school dropout (Worrell and Hale 2001).”
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016, background): “…(Froiland, 2011), mastery goals (Kover & Worrell, 2010), voluntary persistence in educational tasks (Froiland, 2015), lower rates of skipping school (Worrell & Hale, 2001), lower high school dropout rates (Vallerand, Fortier, & Guay, 1997), and various other aspects of academic success and…”
Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents (2017, background): “In general, hope in the future is an important resilience factor for adolescence, which predicts the successful completion of high school (Worrell & Hale, 2001).”
Profiles of hope: How clusters of hope relate to school variables (2017, unknown): “…previous studies and have demonstrated associations with doing well in school or with adolescent wellbeing (Booker, 2006; Chavous, Rivas-Drake, Smalls, Griffin, & Cogburn, 2008; Rubin, Dorle, & Sandidge, 1977; Stevenson, Maton, & Teti, 1998; Worrell & Hale, 2001; Worrell, Latto, & Perlinski, 1999).”
Moving Beyond Dropout Towards School Completion: An Integrative Review of Data-Based Interventions (2003, background): “…more attention is being given to understanding the complex interplay between student, family, school, and community variables as well as risk and protective factors in shaping students’ paths towards school withdrawal or completion (Hess & Copeland, 2001; Valez & Saenz, 2001; Worrell & Hale, 2001).”
Predicting Educational Outcomes and Psychological Well-Being in Adolescents Using Time Attitude Profiles. (2014, background): “Psychology in the Schools DOI: 10.1002/pits Previous research has indicated that dropouts report less hope in the future than do graduates (Worrell & Hale, 2001), and Worrell et al. (1999) found that students who were not at-risk and resilient at-risk students reported higher perceived life chances…”
The Reliability and Validity of Zimbardo Time Perspective Inventory Scores in Academically Talented Adolescents (2007, background): “…the present and future with outcomes such as academic achievement (Honora, 2002), delinquency (Oyserman & Markus, 1990a, 1990b), academic resilience (Worrell et al., 1999; Worrell & Hale, 2001), risky driving (Zimbardo et al., 1997), and the use of alcohol, tobacco, and drugs (Keough et al., 1999).”
Promoting Hope: Suggestions for School Counselors (2008, background): “…have found that “hope in the future” (as measured by answers to questions regarding the importance of attending college, the likelihood of having a good job by age 30, and the likelihood of having a “dismal” future) is inversely linked to dropout rates in adolescents (Worrell & Hale, 2001, p. 378).”
The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement (2018, background): “Additionally, high-hope individuals tend to fare better academically than low hope individuals even when previous achievement is controlled for (Gallagher & Lopez, 2008; Snyder, Cheavens, & Michael, 1999; Worrell & Hale, 2001).”
Predictors of educational attainment in the Chicago Longitudinal Study. (2008, result): “Youth expectations for educational attainment by age 15 were associated with higher educational attainment, which is consistent with many previous studies (Ekstrom et al., 1986; Fine, 1991; Worrell & Hale, 2001).”
Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument (2006, background): “…(e.g., income, mobility), we must focus on alterable variables, including those related to the development of students’ perceived competence, personal goal setting, and interpersonal relationships to offer students optimism for a positive outcome (e.g., Floyd, 1997; Worrell & Hale, 2001).”