The Role of Academic Hope and Perceived Emotional Support in Predicting academic Welfare

Ezatollah Ghadampour · Leila Heidaryani · Mahdi Barzegar Bafrooei · Mansour Dehghan Manshadi

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Optimism, Hope, and Well-being Education, Achievement, and Giftedness Student Stress and Coping

Abstract

Introduction: Educational well-being is one of the most important factors affecting educational outcomes. The purpose of this study was to investigate the role of academic hope and perceived emotional support in predicting the academic well-being of medical students.. Methods: This is a descriptive-analytic study of correlation type. Statistical population included all students of Yazd University of Medical Sciences (n=5363) during the academic year of 2017-2018. The sample size was 352 (47.4% female and 53.6% male) according to Morgan table and they were selected by cluster random sampling. The instruments used included the standard questionnaire for the education of Khormaei and Kamari, the perceived emotional support of Pourbirgani and colleagues, the well-being of Peitrin et al. Data were analyzed using Pearson correlation coefficient, multiple regression analysis, and independent t-test through SPSS. Results: The findings showed that there was a positive and significant relationship between the variables of academic hope and perceived emotional support with educational well-being (p<0.05). On the other hand, the perceived emotional support variables (%18) hopefulness opportunities (%23), hope for the university's benefit (%27) and the hope of earning (%30) predicted variance of educational well-being respectively. In this regards, the results of independent groups showed that there was a significant difference between perceived emotional support of male and female students, so that the difference was in favor of girls (p<0.001). Conclusion: According to the results of this study, academic hope and perceived emotional support play a significant role in the prediction of educational well-being So, It is suggested by addressing the fundamental needs of students through families and the community, the educational well-being of the students could be provided.

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References

2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior 1992Classrooms: Goals, structures, and student motivation.2002Personality, Culture, and Subjective Well-Being: Emotional and Cognitive Evaluations of Life 1997The Development and Validation of the Children’s Hope Scale 2013The Relationship Between Social Support and Subjective Well-Being Across Age 2002Hope and academic success in college.2011Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success 2006An analysis of hope as a psychological strength

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