1. Department of Psychology Kevin L. Rand Kevin L. Rand Enabling the Endeavoring: Hope’s Role in Education

2. Name the author… Each life converges to some centre Expressed or still; Exists in every human nature A goal

3. Name the author… Each life converges to some centre Expressed or still; Exists in every human nature A goal -Emily Dickinson

4. My Thanks To… My colleagues in the Psychology Department My graduate students: My graduate students: Amanda Shea Chloe Nicksic Courtney Johnson Emily Rock The undergraduate students at IUPUI The undergraduate students at IUPUI

5. Overview: Where are we going? What is hope? What is hope? How does hope influence learning? How does hope influence learning? What are the practical What are the practical implications of hopeful implications of hopeful education? education?

6. Research on Hope Higher hope → increased effort at tasks Higher hope → increased effort at tasks Higher hope → greater pain tolerance Higher hope → greater pain tolerance Higher hope → superior athletic performance above and beyond athletic ability Higher hope → superior athletic performance above and beyond athletic ability Higher hope → better recovery from illness & injury Higher hope → better recovery from illness & injury Higher hope → better mental health Higher hope → better mental health

7. Snyder’s (1994) Hope Theory Goals – the common thread to all purposive human behavior Goals – the common thread to all purposive human behavior Pathways – ‘Waypower’ Pathways – ‘Waypower’ Agency – ‘Willpower’ Agency – ‘Willpower’ Emotions – information feedback about goal pursuit Emotions – information feedback about goal pursuit Negative – blocked goal Negative – blocked goal Positive – progress or accomplishment Positive – progress or accomplishment

8. Short & Long Term Some Probability of Reaching Mental Target Goals Avoid vs. approach Hierarchical

9. Hierarchical Nature of Goals Abstract (“Be”) Be Healthy Exercise Be Happy Ideal Self Diet Swim Run Concrete (“Do”)

10. Perceived Ability to Produce Plans Crucial When Encountering Blockages Most Preferred & Alternate Routes Pathways

11. Agency Channeling of Mental Energy to Appropriate Routes Mental Determination Self-talk: “I will do this…” Source can be internal and/or external

12. Hope

14. ___ 1. I can think of many way to get out of a jam. P ___ 2. There are lots of ways around any problem. P ___ 3. I can think of many ways to get the things in life that are important to me. P ___ 4. Even when others get discouraged, I know I can find a way to solve the problem. P ___ 5. I energetically pursue my goals. A ___ 6. My past experiences have prepared me well for my future. A ___ 7. I’ve been pretty successful in life. A ___ 8. I meet the goals that I set for myself. A Adult Hope Scale HOW TRUE IS EACH STATEMENT OF YOU 1= Definitely False 4= Slightly False 5= Slightly True 8= Definitely True

15. Hope Scale Data Average total score for adults is 48 Average total score for adults is 48 High agency/pathways ≥ 26 High agency/pathways ≥ 26 Low agency/pathways ≤ 20 Low agency/pathways ≤ 20 No gender differences No gender differences Some ethnic/racial differences Some ethnic/racial differences

16. Hope & Learning: Theory Hope allows students to select, commit to, & work toward goals Hope allows students to select, commit to, & work toward goals Hope engenders positive emotions, which foster learning & perseverance Hope engenders positive emotions, which foster learning & perseverance Broaden & build functions of positive emotions (Frederickson) Broaden & build functions of positive emotions (Frederickson) Reduction in debilitating effects of anxiety Reduction in debilitating effects of anxiety

17. Hope & Learning: Research Higher hope → more engaged & less disengaged coping with academic stressors Higher hope → more engaged & less disengaged coping with academic stressors Chang, 1998; Alexander & Onwuegbuzie, 2007 Chang, 1998; Alexander & Onwuegbuzie, 2007 Higher hope → less test anxiety Higher hope → less test anxiety Onwuegbuzie, 1998; Snyder, 1999 Onwuegbuzie, 1998; Snyder, 1999 Higher hope → academic success above and beyond intelligence Higher hope → academic success above and beyond intelligence Curry, Snyder, et al., 1997; Rand, in press; Snyder, Hoza, et al., 1997; Curry, Snyder, et al., 1997; Rand, in press; Snyder, Hoza, et al., 1997;

18. Snyder et al. (2002) 6-year prospective study of college students 6-year prospective study of college students Hope measured first-semester of freshman year Hope measured first-semester of freshman year Higher-hope: Higher-hope: Higher overall GPA (controlling for ACT) Higher overall GPA (controlling for ACT) Lower dismissal rate Lower dismissal rate Higher graduation rate Higher graduation rate

19. Rand (in press) Semester-long prospective study of college students in psychology course Semester-long prospective study of college students in psychology course Hope, optimism, & grade expectations measured at beginning of semester Hope, optimism, & grade expectations measured at beginning of semester Higher-hope: Higher-hope: Higher grade expectations → higher final grade Higher grade expectations → higher final grade Higher final grade (controlling for GPA) Higher final grade (controlling for GPA)

20. Optimism Class Grade. 87 Predicted Grade Goal Attitude Hope GPA. 87. 22. 25. 19. 31. 22

21. Rand, Martin, & Shea (2008) Semester-long prospective study of first-year law students Semester-long prospective study of first-year law students Hope & optimism measured at beginning of semester Hope & optimism measured at beginning of semester Higher-hope: Higher-hope: Higher semester GPA (controlling for undergraduate GPA & LSAT) Higher semester GPA (controlling for undergraduate GPA & LSAT)

22. .38* UGPA Law School GPA Hope Optimism Life Satisfaction.25* LSAT.13. 78.39*. 56.38*

23. Hopeful Education Ideally, education is about more than becoming knowledgeable in a particular area Ideally, education is about more than becoming knowledgeable in a particular area In some ways, “what” students learn is simply a vehicle to teach students “how” to get what they want in life – this is the instillation of hope In some ways, “what” students learn is simply a vehicle to teach students “how” to get what they want in life – this is the instillation of hope Drew Appleby’s concept of “Overt” vs. “Covert” curriculum Drew Appleby’s concept of “Overt” vs. “Covert” curriculum Mr. Miyagi & “Wax on, wax off.” Mr. Miyagi & “Wax on, wax off.” Practically applying Hope Theory facilitates both specific and general education goals Practically applying Hope Theory facilitates both specific and general education goals Goals, Pathways, Agency Goals, Pathways, Agency

24. Hopeful Goals Goals should be concrete & approach-oriented Goals should be concrete & approach-oriented Set stretch goals for students Set stretch goals for students Learning vs. performance goals Learning vs. performance goals “Understand the 4 types of experimental validity” “Understand the 4 types of experimental validity” “Get a 90% on my next psychology exam” “Get a 90% on my next psychology exam” Ironically, learning goals improve performance Ironically, learning goals improve performance Avoid forced grade distributions Avoid forced grade distributions Make your “covert” curriculum goals explicit Make your “covert” curriculum goals explicit Explicitly make the connection between learning goals and higher-order skills and mastery goals Explicitly make the connection between learning goals and higher-order skills and mastery goals

25. Goal Clarification Learning Goal Why? Value

26. Goal Clarification Deepen your understanding of a published research study Why? Improve critical-thinking skills

27. Fostering Pathways Thinking Be explicit about what behaviors will lead to success Be explicit about what behaviors will lead to success Kevin’s 10 pathways to successful learning Kevin’s 10 pathways to successful learning “Generate 3 multiple-choice test questions” “Generate 3 multiple-choice test questions” “Give 3 examples from your life of phenomena discussed in lecture” “Give 3 examples from your life of phenomena discussed in lecture” Offer multiple ways to success Offer multiple ways to success Papers, tests, in-class activities Papers, tests, in-class activities

28. Goal Clarification How? Learning Goal Pathway

29. Goal Clarification How? Generate an alternative theory that explains the study findings Deepen your understanding of a published research study

30. Fostering Agency: Class Structure Multiple methods of reinforcement Multiple methods of reinforcement Offer more than just grades Offer more than just grades Connect learning goals to other life domains Connect learning goals to other life domains Give meaning to learning goals Give meaning to learning goals Protects against habituation & burnout Protects against habituation & burnout Depersonalize grading system Depersonalize grading system It’s about their behaviors, not about them It’s about their behaviors, not about them Failure is simply information that they should try something different Failure is simply information that they should try something different

31. Fostering Agency: Class Style Exude Energy Exude Energy Teach with enthusiasm & humor Teach with enthusiasm & humor Energy is contagious Energy is contagious Positive affect = better learning Positive affect = better learning Be a Storyteller Be a Storyteller Humans are wired to learn & share stories Humans are wired to learn & share stories Organize lecture as a narrative; use jokes, anecdotes Organize lecture as a narrative; use jokes, anecdotes Personalize the Class Personalize the Class Learn & use student names Learn & use student names Offer anecdotes from your own life Offer anecdotes from your own life Talk about things that are relevant to college students Talk about things that are relevant to college students

32. Optimize Your Hope Have a circumscribed set of goals for the class Have a circumscribed set of goals for the class Sometimes, less is more Sometimes, less is more Teach what excites you Teach what excites you Cover more of what you are interested in & less of what you are not interested in Cover more of what you are interested in & less of what you are not interested in Don’t assume responsibility for students’ goals Don’t assume responsibility for students’ goals You can only lead the horses to water… You can only lead the horses to water… Reframe student failure for yourself Reframe student failure for yourself Failure, while unpleasant, is not inherently bad Failure, while unpleasant, is not inherently bad

33. Thank You If you have questions about hope theory, please contact me: If you have questions about hope theory, please contact me: Kevin Rand (klrand@iupui.edu) klrand@iupui.edu Department of Psychology LD 120E 274-6771

34. Goal Clarification How? Goal Why? Pathway Value

35. How? Why? Learning Goal: Deepen Your Understanding of a Published Research Study Generate an alternative theory or hypothesis that would equally explain the findings of the study. Improve your creativity and problem-solving skills that can be used to achieve goals in other domains of your life. Assuming the results of the study (and the theory they support) are true, how would you apply this knowledge to your own life? What questions do these results raise? Design a follow-up study to answer one or more of these questions. Become a more educated consumer of information and make better choices/decisions in getting the things you want. Understand how to use the scientific method and logic to answer questions and gain information to help you navigate life. Higher-Order Goals “Be” Goals Lower-Order Goals “Do” Goals