Hope, Core Self-Evaluations, Emotional Well-Being, Health-Risk Behaviors, and Academic Performance in University Freshmen
Graduate School of Nursing; Department of Medicine, Division of Preventive and Behavioral Medicine
Behavior and Behavior Mechanisms | Educational Assessment, Evaluation, and Research | Educational Psychology | Health Psychology | Higher Education | Mental and Social Health | Nursing
The purpose of the current online cross-sectional study was to examine the relationship between hope, core self-evaluations (CSE), emotional well-being, health-risk behaviors, and academic performance in students enrolled in their first year of college. Freshmen (N = 495) attending a large public university in the Northeastern United States completed an online survey between February 1 and 13, 2017. Linear regression, path analysis, and structural equation modeling procedures were performed. CSE mediated the relationship between hope and emotional well-being and academic performance. Contrary to the hypotheses, higher hope predicted more sexual risk-taking behaviors and alcohol use. CSE is an important component of Hope Theory, which is useful for predicting emotional well-being and academic performance, but not as useful for predicting drug use, alcohol use, and sexual risk taking. Hope and CSE interventions are needed to improve academic performance and emotional well-being in university freshmen.
DOI of Published Version
J Psychosoc Nurs Ment Health Serv. 2017 Sep 1;55(9):33-42. doi: 10.3928/02793695-20170818-11. Link to article on publisher's site
Journal of psychosocial nursing and mental health services
Griggs S, Crawford SL. (2017). Hope, Core Self-Evaluations, Emotional Well-Being, Health-Risk Behaviors, and Academic Performance in University Freshmen. Graduate School of Nursing Publications. https://doi.org/10.3928/02793695-20170818-11. Retrieved from https://escholarship.umassmed.edu/gsn_pp/62