THE GIST: In this study we followed 300 students in 9th-11th grade and assessed their hope levels, engagement with teachers and peers, and tracked their grades. We found what’s called a “longitudinal mediation effect”, meaning kids who feel positively about themselves and their futures were then more likely to engage with supportive peers and interact positively with their teachers, which then led to higher grades a year later, in addition to increased hope.
THE TAKEAWAY: To some extent, the rich get richer when it comes to youth hope. This is not a bad thing. It simply means that early intervention and encouragement of future-thinking and goal-setting will have lasting benefits. Secondly, teachers need all the support they can get, because they catalyze the hope-building process toward youth’s relationship and educational success. Good friends are also a plus. What YOU can do: Support teachers. Encourage goal-setting early in the high school career. Focus on relationships in addition grades - because one will naturally lead to the other.
Bryce, C. I., Fraser, A. M., Alexander, B. L., & Fabes, R. A. (2024). Hope longitudinally predicts achievement: Mediation of cognitive engagement, teacher, and peer support. The Journal of Educational Research, 117(6), 333-343.
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Hope longitudinally predicts achievement:
Mediation of cognitive engagement, teacher, and peer support.
An exploratory investigation of individual and family correlates within racial/ethnic groups.
THE GIST: We used surveys to compare hope among racial/ethnic groups based on personal and family factors like age, sex, family income, family structure, hope levels of parents, and quality of parental relationships. Overall, hope levels across ages differed between groups, and the hope didn't differ between genders, except for Black and Latinx girls (who showed less hope than boys). The factor of financial stability impacted hope levels differently between racial/ethnic groups. Considering family, youth hope seems less about the structure (whether parents were together or divorced), and more about the quality of family relationships. When parents with high hope have good relationships with their children, children may have higher hope.
THE TAKEAWAY: Hope is worth having. The higher a person’s hope levels, the higher a person’s association with good outcomes like achievement, higher education, social skills, and overall well-being. High hope builds resilience to barriers like stress, anxiety, internalizing behaviors, and depression. Through increasing contextual understanding, we learned that timely intervention may benefit groups like Black and Latina girls and that parents and families can create safe spaces for hope. Hope research must consider context– even contextual influences like race/ethnicity, gender, and family.
Fraser, A. M., Bryce, C. I., Calley, A. S., Button, J. A., & Rogers, A. A. (2024). Adolescent Hope: An Exploratory Investigation of Individual and Family Correlates by Racial/Ethnic Groups. Child Indicators Research, 17(6), 2555-2576.
Adolescent Hope:
THE GIST: It can take a long time to figure out who you are. We were curious about whether a child’s Ethnic-Racial Identity (ERI) was related to discrimination, internalizing symptomology, parent socialization, or some combination of the three. We surveyed American youth from diverse backgrounds to see how these factors impact BIPOC Identities specifically. Findings suggest that internalizing ideas like racial stereotypes discouraged Identity exploration and affirmation. Kids develop their sense of Identity based on multiple interactive influences. Parent involvement can be one of those influences that encourages the exploration and resolution of identities.
THE TAKEAWAY: In the best interest of youth mental health and the rising US BIPOC community, we need to understand how identities are formed and nurtured. We call for identity research, policies, programs, and practices that protect against discrimination. We want to create a safer space for youth to explore their identities- even how they see themselves racially and ethnically. We believe mental health care and parent involvement can help create that safe space. BIPOC individuals can feel more secure when they can find peace with who they are.
Takamasa, E. J., Fraser, A. M., & Rogers, A. A. (2024). Main and interactive effects of discrimination, parent racial/ethnic socialization, and internalizing symptomology on BIPOC teens' ethnic‐racial identity. Journal of Research on Adolescence.
Main and interactive effects of discrimination, parent racial/ethnic socialization, and internalizing symptomology on BIPOC teens’ ethnic identity.
Critical Race Theory in Human Development and Family Science:
Where we were, are, and must go.
THE GIST: Human Development and Family Science (HDFS) has grown into a broad field that explores how children and families are shaped by their environment, biology, and social systems. Over the past century, HDFS research has led to important discoveries about family well-being, poverty, and child development, influencing policies and programs that improve lives. However, like other fields, HDFS has historically overlooked the role of race, limiting its ability to fully address the diverse experiences of all children and families. Scholars have long called for a more inclusive approach, and professional organizations now recognize the need to confront racial bias within research, teaching, and practice.
THE TAKEAWAY: This paper uses Critical Race Theory (CRT) as a framework to analyze how race impacts HDFS research and policies. CRT provides alternative perspectives to understand systemic inequalities and calls for scholars to actively address racism in their work. The authors highlight two core CRT principles to examine racial bias in HDFS research and propose twelve actionable steps to make the field more equitable. By incorporating these changes, HDFS can evolve to better address racial disparities and create a more comprehensive and inclusive understanding of human development.
Sheppard, J. A., Gabriel, R., Fraser, A. M., & LeBaron‐Black, A. B. (2024). Critical race theory in human development and family science. Journal of Social Issues, 80(1), 124-144.
THE GIST: Hope is a relatively young topic in psychology, beginning in the ‘90s with increased interest in positive psychology and human flourishing. We reviewed other studies on hope, specifically looking at hope’s influence on child development. Besides reviewing hope literature, we raise suggestions for future studies and bring attention to the shortcomings of previous research. There is room for growth, and future research could be improved by acknowledging social and contextual factors in fostering hope. Social and contextual factors matter because children learn and adapt to constantly shifting environments. Hope may be a part of that adaptation that leads to well-being. It is renewable and evolving, with some researchers considering hope an “equity solution that increases motivation and sense of belonging.”
THE TAKEAWAY: Hope promotes positive life outcomes for children. It supports children in overcoming adversity, helping them improve academically and have better mental health. Hope is possibly the most beneficial to children experiencing disadvantaged circumstances, providing children that resource we turn to when we “dig deep within ourselves.” Further research on hope should aim to explore hope across childhood and contextualize hope in ways that improve our understanding of hope as an indicator of thriving.
Hope, context, and equity:
Existing shortcomings and implications for future research on hope in children.
Bryce, C. I., & Fraser, A. M. (2023). Hope, Context, and Equity: Existing Shortcomings and Implications for Future Research on Hope in Children. Child Indicators Research, 16(5), 1971-1985.
Preliminary investigation of teachers’ emotional exhaustion, teaching efficacy, hope, and colleague support during the COVID-19 pandemic.
Bryce, C. I., McLean, L., Granger, K. L., Espinoza, P., & Fraser, A. M. (2022). Preliminary Investigation of Teachers' Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic. European Journal of Psychology and Educational Research, 5(2), 115-126.
THE GIST: Hope and teacher’s emotional exhaustion may act as promotive factors for teacher outcomes. We intended to analyze how teacher’s emotional exhaustion, teaching self-efficacy, and supports were associated with one another one year into the Covid-19 pandemic in teachers of varying career durations. Veteran teachers were less emotionally exhausted and had greater hope than teachers early-mid career teachers. Furthermore, the more emotionally exhausted an early-mid teacher was, the less hope they seemed to have, but an association between these two variables did not seem to exist for veteran teachers. However, emotional exhaustion pre-pandemic was associated with hope during the pandemic for all teachers, in fact, the model used accounted for 39% of variance in hope. Additionally, when colleague support increased, hope increased also. There were differences between early/mid-career teachers and veteran teachers in all dimensions except for teaching efficacy and colleague support.
THE TAKEAWAY: Veteran teachers may be more equipped emotionally (or prepared with other various skills) to handle the acute stressors of historic events such as the Covid-19 pandemic. Because hope is a malleable trait, interventions for teaching staff may benefit from focusing on encouraging its development. Additionally, colleague support has shown to be an incredible resource, so don’t forget to turn to each other in those times of struggle.
THE GIST: In this study, we wanted to know two things. First, were collective teacher efficacy and STR related student hope? Second, did the STR moderate the relation between collective teacher efficacy and hope? We studied whether collective teacher efficacy (the idea that the teachers as a whole at a school can set and achieve goals) and positive relationships between students and teachers predict student hope, as defined by the presence of goals the student feels both capable and motivated to achieve. We surveyed both students and teachers over several points in time and found that student-teacher relationships significantly correlated to hope. When teachers reported higher collective efficacy, the student hope was higher, suggesting a relationship between all three factors.
THE TAKEAWAY: Research ought to be continued to further define the relationships between these factors. In the mean time, keep setting goals and be an example to your kiddos. The relationships already present between teachers and students can be so strong and sets a great stage for kids to learn. Don’t underestimate the positive influence you can have on a child’s hopefulness and their motivation to set and achieve goals when they see you doing the same.
Bryce, C. I., Granger, K. L., & Fraser, A. M. (2022). A preliminary investigation of collective teacher efficacy and student hope: Understanding the role of student-teacher relationships. Social Psychology of Education, 25(6), 1307-1323.
A preliminary investigation of collective teacher efficacy and student hope:
Understanding the role of student-teacher relationships.
A multimethod examination of hope and adolescent STEM career expectancies.
Alexander, B. L., Janssen, J., Fraser, A. M., Bryce, C. I., & Fabes, R. A. (2022). A multimethod examination of hope and adolescent STEM career expectancies. Journal of Adolescence, 94(8), 1163-1178.
THE GIST: STEM fields are expanding rapidly, making it important to understand what drives adolescents' interest in STEM careers. This study explored how hope—a combination of future expectations, self-regulation, and social connections—relates to STEM career aspirations. While hope has been linked to academic success, its connection to STEM interest had not been thoroughly studied before. This study surveyed middle and high school students in the southwestern U.S. Results showed that those with a hopeful expectation of the future were also likely to have an interest in STEM, especially in middle school boys and high school girls.
THE TAKEAWAY: The findings from this study suggest that fostering hope in students - especially by encouraging goal-setting and self-regulation - could increase interest in STEM careers. Promoting hopeful thinking in education may help more young people see STEM as a path to both personal success and positive societal impact.
THE GIST: In this study, we explored the challenges and the good that may have come out of the COVID-19 pandemic. More specifically, we investigated students' mixed experiences with the pandemic, schooling, and social life– and how factors like hope may help protect individuals during trials. We surveyed 726 American students from 6th through 12th grade, and they reported three main challenges: 1) concerns about school, 2) COVID-19 and the safety of loved ones, and 3) the future. Through these times, students pointed to their relationships and social interactions as the best part of their lives, followed by school and hobbies. Those with more hope tended to feel more connected and secure during the pandemic.
THE TAKEAWAY: COVID-19 disrupted the lives of many US students, both in their school and home lives. The pandemic’s influence was global, and its consequences may still be ongoing. Keeping some sense of routine and normalcy helped students through those times – we thrive with social connection and stability. In light of the pandemic, adults can be a great support for youth. We should build up the hope of youth today to make them strong for tomorrow. The pandemic was one trial that served as a reminder to reflect on goals for our lives. We can support each other in realizing our goals.
Students’ perceptions, educational challenges and hope during the COVID-19 pandemic.
Bryce, C. I., & Fraser, A. M. (2022). Students' perceptions, educational challenges and hope during the COVID‐19 pandemic. Child: Care, Health and Development, 48(6), 1081-1093.
THE GIST: We wanted to know, does social support predict hope, achievement, and future expectations among Latinx students? Latinx students face unique struggles growing up. One way to potentially help with these issues is to provide social support, especially from multiple sources, which can provide avenues for personal growth. Support from friends showed some benefit, but really, parents are an incredibly powerful resource to these kids. There were some differences in how these various factors influenced a person depending on their gender and special education. For example, girls showed significantly higher levels of support and achievement than boys, which may be explained by the fact that teachers give them more social support, probably because girls are seen as having unique needs. PFE (positive future expectation) also had significant associations. Notably, teacher support had a small association for GPA for girls but had a large association for GPA with boys. Ultimately, family support possessed strong associations in PFE among all categories.
THE TAKEAWAY: In the teaching world, educators can play a big role in helping Latinx boys by striving to support them in areas besides their academic grades. And support in our own family circles is critical as well. Family and teacher support is vital for continued growth in all dimensions of success, hope, and positive future expectations among Latinx individuals.
Social support and positive future expectations, hope, and achievement among Latinx students:
Implications by gender and special education.
Fraser, A. M., Bryce, C. I., Cahill, K. M., & Jenkins, D. L. (2024). Social support and positive future expectations, hope, and achievement among Latinx students: Implications by gender and special education. Journal of Social and Personal Relationships, 41(3), 543-568.
Hope levels across adolescence and the transition to high school:
Associations with school stress and achievement.
THE GIST: Hope is critically important to educational success and achievement. We examined hope level surveys of 1018 students between 6th and 10th grade and examined the relationship between stress and hope, as well as the relationship between hope and achievement. Overall, transitioning from middle to high school may be a time of less hope for students. Findings support educational practices and policies promoting student hope with the idea that hope can buffer student stress and help students achieve more.
THE TAKEAWAY: Moving on to high school can have many new opportunities, challenges, stresses, environments, and expectations. The transition from middle school to high school can be eased with a little hope. Supportive school climates, discussions about future goals, and focused activities regarding agency and pathway thinking can help students find success. This is a crucial time of development where teachers and school staff can help teach and encourage hope, which can help boost the success and well-being of students. We should be open to including hope as one of the skills we teach children. The world changes, and we can help students cope and adapt as it does.
Fraser, A. M., Bryce, C. I., Alexander, B. L., & Fabes, R. A. (2021). Hope levels across adolescence and the transition to high school: Associations with school stress and achievement. Journal of Adolescence, 91, 48-58.
THE GIST: A college student’s decision to see college through to the end can be influenced by their entering academic skills and motivation. With interest in hope and college retention, we observed the educational progress of 276 freshman college students across their first year. Those with high hope generally stepped up and those with lower hopes tended to have less inclination to finish their degrees. Hope helped to influence college students, encouraging them to pursue their goals and take steps to make achievements happen.
THE TAKEAWAY: College grants some positive opportunities for those who finish, but not everyone who enters college finishes (approximately 40%). In the transition to college, individuals must adjust to school and identify their goals and how to reach them. Students' commitment and pursuit of goals is an ongoing process. Through it all, the hope that work will pay off can help students make prolonged efforts. Early intervention can help students through the rough college transitions by introducing them to helpful resources and teaching them about cultivating hope. Hope can help people take action to make dreams become reality!
The role of hope in college retention.
Bryce, C. I., Fraser, A. M., Fabes, R. A., & Alexander, B. L. (2021). The role of hope in college retention. Learning and Individual Differences, 89, 102033.
Dimensions of hope in adolescence:
Relations to academic functioning and well-being.
THE GIST: We researched 2 facets of hope: 1) cognitive hope- thought processes focusing on goal attainment- and 2) behavioral hope- actions required for goal attainment. We were particularly interested in how cognitive and behavioral hope both contribute to academic functioning and well-being (especially emotionally) among students from 5th to 12th grade. Academic functioning includes things like achievement and school engagement, and well-being includes things like stress and anxiety. Results suggested that together, cognitive hope could significantly predict school achievement, engagement, anxiousness, and stress. However, aspects of behavioral hope could only predict school engagement.
THE TAKEAWAY: Hope is especially important with young people in a school setting, given the hours that children spend there and the challenges school may present. With hope, we can make plans for the future and have the motivation to take actions closer to our goals. Both types of hope can contribute to school settings, and it could be beneficial to encourage hope in ways that help students of different ages and in ways that help them meet different outcomes of interest.
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(2), 171-190.