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Personal Resources, Hope, and Achievement Among College Students: The Conservation of Resources Perspective

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  • David Feldman
  • Oranit Davidson
  • Malka Margalit

Abstract

The current study examines the relationships of students’ grades and goal achievement to changes in three personal resources (hope, self-efficacy and optimism), before and following participation in a focused hope intervention. According to Hobfoll’s (Am Psychol 44:513–524, 1989 ) conservation of resources paradigm, people attempt to amass and protect personal resources (i.e., aspects of the self linked to resiliency), and existing resources can be mobilized in pursuit of further resources and achievements. The goal of the study was to identify individual differences related to changes in these resources and their relationships with academic achievement over time. Based on Snyder’s (The psychology of hope. Free Press, New York, 1994 ) Hope Theory, and augmented by concepts drawn from self-efficacy and optimism theories, 83 first-year college students participated in a focused hope intervention workshop. The results highlight individual differences in hope levels. Particularly, we found an interaction of time and hope levels on academic achievement. Students who achieved higher levels of hope following the workshop attained higher grades in the semester following the intervention, even though mean grades were not statistically different before the intervention. Optimism and self-efficacy scores both increased immediately following the workshop, but displayed different trajectories at follow-up. Hope manifested more consistent relationships than optimism or self-efficacy with grades over time. The implications of these changes for future research as well as for intervention in educational systems are discussed. Copyright Springer Science+Business Media Dordrecht 2015

Suggested Citation

  • David Feldman & Oranit Davidson & Malka Margalit, 2015. "Personal Resources, Hope, and Achievement Among College Students: The Conservation of Resources Perspective," Journal of Happiness Studies, Springer, vol. 16(3), pages 543-560, June.
    • Handle: RePEc:spr:jhappi:v:16:y:2015:i:3:p:543-560
    DOI: 10.1007/s10902-014-9508-5
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    References listed on IDEAS

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    1. David Feldman & Diane Dreher, 2012. "Can Hope be Changed in 90 Minutes? Testing the Efficacy of a Single-Session Goal-Pursuit Intervention for College Students," Journal of Happiness Studies, Springer, vol. 13(4), pages 745-759, August.
    2. Jennifer Cheavens & David Feldman & Amber Gum & Scott Michael & C. Snyder, 2006. "Hope Therapy in a Community Sample: A Pilot Investigation," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 77(1), pages 61-78, May.
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    Cited by:

    1. Adem Peker & Serkan Cengiz, 2023. "Academic Monitoring and Support from Teachers and School Satisfaction: The Sequential Mediation Effect of Hope and Academic Grit," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1553-1579, August.
    2. Tamar Icekson & Oranit Davidson Begerano & Michal Levinson & Jenny Savariego & Malka Margalit, 2021. "Learning Difficulties and Loneliness in College and Beyond: The Mediating Role of Self-Efficacy, Proactive Coping, and Hope," IJERPH, MDPI, vol. 18(19), pages 1-14, October.
    3. Zhining Wang & Shuang Ren & Doren Chadee & Yuhang Chen, 2024. "Employee Ethical Silence Under Exploitative Leadership: The Roles of Work Meaningfulness and Moral Potency," Journal of Business Ethics, Springer, vol. 190(1), pages 59-76, February.

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