Hope and Optimism as Predictors of Academic Performance and Subjective Well-Being in College Students

Abstract

Objective Snyder's (1994) hope and Scheier and Carver's (1985) optimism have been shown to independently predict academic performance and changes in subjective well-being. This study seeks to clarify their unique associations. Method An undergraduate class (N = 334, 59.6% female, 75.7% Caucasian, M = 19.89 years) was studied at two time points in a semester. Students predicted their expected grade in the course and completed measures of hope, optimism, and subjective well-being (i.e., positive affect, negative affect, and life satisfaction) the first week of classes. The final week of classes, students completed subjective well-being measures and final grades were obtained from the instructor. Results Path analysis showed that hope, but not optimism, predicted grade expectancy. Grade expectancy, in turn, predicted final grades, even after controlling for previous academic achievement. Hope did not directly predict final course grade, but had a significant indirect effect through grade expectancy. Path analysis showed that hope significantly predicted increases in positive affect and life satisfaction over the semester; whereas, optimism predicted decreases in negative affect. Conclusion These findings extend previous research demonstrating that hope and optimism, while conceptually similar, have differential longitudinal associations with academic performance and subjective well-being among college students. Implications for screening for at-risk college students and employing targeted interventions are discussed.