TY - JOUR
T1 - A focused intervention for 1st-year college students
T2 - Promoting hope, sense of coherence, and self-efficacy
AU - Davidson, Oranit B.
AU - Feldman, David B.
AU - Margalit, Malka
PY - 2012/5/1
Y1 - 2012/5/1
N2 - Many students experience elevated psychological distress during their 1st year at college. Within the salutogenic paradigm (A. Antonovsky, 1987), sense of coherence (SOC), self-efficacy, and hope (in terms of hope theory; C. R. Snyder, 2002) are considered as protective factors in the demanding academic system. Study goals were to examine the outcomes of a focused workshop for 43 students, targeting the promotion of hope, sense of coherence, and self-efficacy for enhancing students academic adjustment as expressed through their grades. Results revealed an effect over the 3 measurement time-points (before the workshop, immediately after it, and after 1 month), as well as the interactions of time and hope levels. Although their mean grades were not statistically different before the intervention, students who achieved higher levels of hope following the workshop got higher grades in the semester following the intervention. SOC and self-efficacy scores were significantly related both to hope levels after 1 month and to mean grades. The implications of this study for promoting a hopeful orientation in educational systems are discussed, and future interventional research is suggested.
AB - Many students experience elevated psychological distress during their 1st year at college. Within the salutogenic paradigm (A. Antonovsky, 1987), sense of coherence (SOC), self-efficacy, and hope (in terms of hope theory; C. R. Snyder, 2002) are considered as protective factors in the demanding academic system. Study goals were to examine the outcomes of a focused workshop for 43 students, targeting the promotion of hope, sense of coherence, and self-efficacy for enhancing students academic adjustment as expressed through their grades. Results revealed an effect over the 3 measurement time-points (before the workshop, immediately after it, and after 1 month), as well as the interactions of time and hope levels. Although their mean grades were not statistically different before the intervention, students who achieved higher levels of hope following the workshop got higher grades in the semester following the intervention. SOC and self-efficacy scores were significantly related both to hope levels after 1 month and to mean grades. The implications of this study for promoting a hopeful orientation in educational systems are discussed, and future interventional research is suggested.
KW - college students
KW - hope theory
KW - intervention
KW - self-efficacy
KW - sense of coherence
UR - http://www.scopus.com/inward/record.url?scp=84859190463&partnerID=8YFLogxK
U2 - 10.1080/00223980.2011.634862
DO - 10.1080/00223980.2011.634862
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C2 - 22574424
AN - SCOPUS:84859190463
SN - 0022-3980
VL - 146
SP - 333
EP - 352
JO - Journal of Psychology: Interdisciplinary and Applied
JF - Journal of Psychology: Interdisciplinary and Applied
IS - 3
ER -