| Reference | Study Design | Variables | Data collection tools | Issue of study | Sample | Summary of findings |
| | Cross-sectional | Hope, general self-efficacy, optimism, GPAs, academic hope, academic self-efficacy | Adult Hope Scale (AHS), Domain-Specific Hope Scale (DSHS), General Self-Efficacy Scale (GSES), Academic Self-Efficacy Scale (ASES), Life Orientation Test-Revised (LOT-R) | To test a path-analytic model including academic specific and generalized expectancies, GPAs and academic specific variables. | 89 college students | General hope predicted academic hope and academic hope directly predicted GPAs. General hope predicted academic self-efficacy, which in turn predicted GPAs. |
| | Cross-sectional | Students’ learning disabilities (LD), Internet and smart-phone activities, hope, optimism, sense of coherence (SOC), loneliness, academic self-efficacy | Loneliness scale, ASES, Internet social, pleasure, interpersonal and avoidance coping subscales, Smartphone’s amount and social subscales, State Hope Scale, LOT-R, SOC | To examine (a) differences between students with and without LD and (b) predicting factors to students’ loneliness and academic self-efficacy. | 178 female college students in two groups (59 with & 119 without LD) | Higher level of loneliness and lower levels of ASES in students with LD. Internet use for avoidance coping as a significant predictor for loneliness and ASES. LD was positively associated with online avoidance coping. |
| | Longitudinal | Semesters enrolled, GPAs, hope, engagement, academic self-efficacy | DSHS, ASES, Gallup College Student Engagement Scale (GCSES) | The role of hope in predicting academic achievement in college. | 229 students (across their 4 college years) | Hope, self-efficacy and engagement were correlated with the number of semesters and GPAs. Hope was the only factor that had unique effects when examining predictors and controlling for academic history. |
| | Cross-sectional | Hope, educational and career skills, educational and career outcome | AHS, mean of participants’ math, science, and language grades, Structured Career Development Inventory (SCDI) | Relationships between hope and educational and career skills and outcomes. | 132 students from a public university | The agency aspect of hope predicted both skills and outcomes; skills or outcomes predicted agency. Pathways were not predictive, or predicted, by skills or outcomes. |
| | Cross-sectional
| Type of education, gender, faculty, hope, self-efficacy, procrastination, study skills | Trait Hope Scale (THS), Procrastination Assessment Scale-Students (PASS), College Academic Self-Efficacy Scale (CASES), Learning and Study Strategies Inventory (LASSI) | Relationships between participation in cooperative education and several psychological constructs related to success in both academic and professional settings. | 1224 undergraduate “cooperative” students and 746 “non-cooperative” students | Females scored higher on hope scale. No significant main effect of cooperative education for hope, self-efficacy, procrastination. |