The Place of Hope in the Journey from Academic Failure to Success of Young Adults from Low Functioning Families

Abstract

<p>The present study focuses on hope of young adult students who are low achievers in Hong Kong. There are three major focus areas in the study: 1) the role of hope in relation to family functioning and academic achievement, 2) the longitudinal changes of young adults' hope, 3) the meaning of young adults' hope. A Mixed methods (qualitative and quantitative) approach is used in the study.</p><p> The results show that the high hope students attained significantly higher academic performance than low hope students. Male students had significantly higher Hope Scale scores than female students, and there was a significant main effect of age on overall family functioning. Significant mean level increases of the graduates' hope, state hope, and family functioning occurred during the academic year, and there was a significant mean level decrease of the non graduates' state hope. Better family functioning was associated with better academic achievement. Better family functioning was also associated with hope. Hope, state hope, and family functioning significantly predicted the academic achievement of young adults. Hope was a significant mediator in the relationship between family functioning and academic achievement both at the beginning and the end of the academic year. However, state hope was a significant mediator only at the end of the academic year Young adults' hope experience involve dealing with adverse conditions, motivation of interest, positive thoughts, and relationship support. The high hope young adults had a number of internal strengths, which helped them achieve their goals. They maintained high hope through agency thinking and pathway thinking despite of unhealthy family functioning. The role of hope is influential in the journey from academic failure to success for young adults from low functioning families . An integrated model is constructed to illustrate the major findings of the present study.</p>