Examining the Efficacy of Academic Hope for Traditional Probationary and Non-Traditional Students

• In Event: Self Efficacy and Reflection on Teaching

Abstract

This paper presentation analyzes how traditional probationary and non-traditional students perceive academic hope, the correlation between academic hope and academic achievement, and the efficacy of an academic hope intervention. The study utilizes Dweck and Yeager’s (2019) Growth Mindset Theory to emphasize the importance of academic goals. The study discovered probationary students had inflated expectations and lacked a sense of belonging to the institution, both of which seem to contribute to students’ lack of academic success. Next, the study’s results indicate there was not a significant correlation (r=.127, r=.014) between academic hope and academic achievement. The academic hope intervention increased seven students’ level of academic hope from average to high. The results indicate a strong correlation (r=.828) and effect size (.543) between pre-and post-intervention academic hope scores. The study provides recommendations for how educators and staff can support traditional probationary and non-traditional students.

Author

• Curtis Kachur, Bowling Green State University