Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator

This study explored the reciprocal relations between hope and academic achievement, and the mediating effect of behavioral engagement in a sample of Chinese elementary school students. A total of 949 students from third, fourth, and fifth grades completed measures of hope and behavioral engagement in the middle of three consecutive semesters. Students' final exam scores for Chinese, Mathematics, and English were obtained from school records at the end of the corresponding three semesters. Results indicated that hope and academic achievement reciprocally related to one another. Bootstrap analyses of the indirect effects revealed that hope and academic achievement were reciprocally enhanced across time via behavioral engagement. The practical implications of these findings and potential avenues for further research were discussed.
Source: Learning and Individual Differences - Category: Psychiatry & Psychology Source Type: research