Hope is the Catalyst for Success

Michael struggled in school, especially in reading, which he hated due to constant failures. Consequently, he resorted to avoidance as his go-to strategy. The fear of failure intensified as he entered junior high. Urged by his mother, “If you want to excel in reading, then put in the hard work. Start reading, then read some more." Michael considered her advice and explored the library's history section. Intrigued with books on warfare, he immersed himself. Slowly but surely, Michael’s efforts bore fruit. Reading ignited a passion for learning. Months passed, and Michael experienced a remarkable transformation. The once-daunting task of understanding content on a page became second nature to him. Not only did his reading comprehension improve, but his recall sharpened too. His dedication paid off, which boosted his confidence. Success in the classroom served as validation for his efforts. Reading became an empowering tool, and his future appeared brighter than ever. Michael scripted his success with each page and proved that determination and action triumph. In overcoming his struggles, Michael discovered the power of hope. Unfortunately, it’s common to write off students like Michael as either being incapable of achieving more or simply slacking off. But adding the crucial ingredient of hope turned everything around for Michael, and it holds the potential to do the same for other students facing challenges. 

Amidst the challenges and hardships faced by children and youth today, grasping the significance of hope is crucial. Hope stands as a catalyst for achieving success.

WHY IS HOPE IMPORTANT FOR CHILDREN AND YOUTH?

An important aspect of childhood and adolescence is the ability to have hope for one’s future. Research shows that hope is one of the greatest predictors of well-being in children and youth (Lopez, 2010). Young people with high levels of hope believe that the future will be better and that they can make it happen.1 Hope is associated with academic achievement,2,3,4 school engagement,2,5,6 better coping skills,7 healthier friendships,8 and improved health.9 Because of the importance of hope, it is imperative to understand ways to foster hope in children and adolescents. 

Meaningful goals, pathways toward goals, and willpower are the essential components of a high-hope young person. At the core of hope lies a personally significant goal, as believing in the inherent value of a goal fosters commitment from the individual. Young people with a hope mindset also demonstrate the ability for willpower thinking,2 which involves engaging in internal dialogues such as “I can do well” or “Even when things get tough, I can manage.” This form of self-encouragement sustains motivation and energy to engage in pathways thinking. Pathways thinking are the mental routes that people generate to reach a desired goal. While obstacles may arise, they must identify alternate routes to overcome these barriers. This is a continual process until the desired goal is met. Pathways thinking works in conjunction with willpower thinking so that a person stays motivated despite setbacks. The process is reciprocal and additive,1 reinforcing the notion that hope produces more hope.  

High-hope young people are energetic, view obstacles as challenges to overcome, create backup plans, locate necessary resources, seek support, have excitement about the future, and envision themselves as achieving success in the days ahead.10,11

HOPE IN MICHAEL

Michael's achievements continued as he graduated high school as a national merit scholar, securing him a full scholarship to a top university. Reflecting on his journey, he remarked, "It was during junior high that I decided to give it my all. Taking a risk by committing to overcoming my reading challenges laid the foundation for my success in higher education." Michael attained a bachelor’s degree and subsequently graduated from pharmacy school. Today, he thrives as a successful pharmacist, and one of his greatest passions is reading historical books across various genres.

Now Make it Personal

Children and youth can develop a hope mindset, and the active role of parents, educators, and children and youth volunteers is crucial in fostering it. First, help young people set meaningful goals, as this is the foundation of building hope. While some may find this task effortless, others may require guidance. Encourage those who face challenges in this process to reflect on “what is important to you” and assist them in pinpointing a goal aligned with their values. Starting with a small goal often serves as an effective initial step. Subsequently, encourage them to articulate how achieving this goal will positively impact their lives. Lastly, support them in mapping out pathways towards their goal. Individuals equipped with both willpower and viable pathways are more likely to succeed in their endeavors.

References

1. Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., et al. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60, 570-585. https://doi.org/10.1037/0022-3514.60.4.570
2. Bryce, C.I., Alexander, B.L., Fraser, A.M., & Fabes, R.A. (2020) Dimensions of hope in adolescence: Relations to academic functioning and well‐being. Psychology in the Schools, 57:171–190. https://doi.org/10.1002/pits.22311
3. Marques, S. C., Gallagher, M. W., & Lopez, S. J. (2017). Hope‐and academic‐related outcomes: A meta‐analysis. School Mental Health: A Multidisciplinary Research and Practice Journal, 9(3), 250–262. https://doi.org/10.1007/s12310-017-9212-9
4. Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Ribinstein, H., & Stahl, K. J. (1997). The development and validation of the Children's Hope Scale. Journal of Pediatric Psychology, 22(3), 399–421. https://doi.org/10.1093/jpepsy/22.3.399
5. Dixson, D.D. (2019) Hope into action: How clusters of hope relate to success‐oriented behavior in school. Psychology in Schools, 56:1493–1511. https://doi.org/10.1002/pits.22299
6.  Van Ryzin, M. J. (2011). Protective factors at school: Reciprocal effects among adolescents’ perceptions of the school environment, engagement in learning, and hope. Journal of Youth and Adolescence, 40(12), 1568–1580. ​​https://doi.org/10.1007/s10964-011-9637-7
7.  Roesch, S. C., Duangado, K. M., Vaughn, A. A., Aldridge, A. A., & Villodas, F. (2010). Dispositional hope and the propensity to cope: a daily diary assessment of minority adolescents. Cultural diversity & ethnic minority psychology, 16(2), 191–198. https://doi.org/10.1037/a0016114
8. Stephanou, G. (2011). Children Friendship: The Role of Hope in Attributions, Emotions and Expectations. Psychology. 02. 10.4236/psych.2011.28133
9.  Massey, E. K., Gebhardt, W. A., & Garnefski, N. (2008). Adolescent goal content and pursuit: A review of the literature from the past 16 years. Developmental Review, 28(4), 421–460. https://doi.org/10.1016/j.dr.2008.03.002
10. Lopez, S. J. (2010). Making Ripples. Phi Delta Kappan, 92(2), 40–44. https://doi-org.ezproxy.lib.ou.edu/10.1177/003172171009200210
11. Dixson, D. D., Keltner, D., Worrell, F. C.  & Mello, Z. (2018) The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement, The Journal of Educational Research, 111:4, 507-515, DOI: 10.1080/00220671.2017.1302915

Photo by Luke Thornton on Unsplash