| Reference | Study design | Variables | Data collection tools | Issue of study | Sample | Results |
| | Cross-sectional | Academic optimism, hope, zest for work, self-efficacy, perceived success | Teachers’ Sense of Efficacy Scale (TSES), Perceived Success Scale (PSS), Teacher Academic Optimism Scale (TAOS), Hope Scale (HS), Zest for Work Scale (ZWS) | To examine the direct and indirect predictive powers of academic optimism, hope, zest for work on teachers’ self-efficacy and perceived success. | 600 teachers from 27 primary schools in Turkey | Significant positive relationships among teachers’ self-efficacy, perceived success, academic optimism, hope and zest for work |
| | Two-wave online survey with a five month time lag | Affective well-being, hope, emotional demands and autonomy (perceived job characteristics) | WHO Well-being Index, four items (hope) from the short version of the Psychological Capital Questionnaire (PCQ), Dutch Questionnaire on Work Experience | To investigate (a) whether baseline levels and change in affective well-being are related to change in emotional demands and autonomy (b) the mediating role of hope. | 326 psycho-therapists | Baseline levels of and change in affective well-being were associated with change in emotional demands. Change in hope mediated the effect of change in affective well-being or change in autonomy |
| | Cross-sectional | Dispositional hope, career planning, decidedness, self-efficacy, proactive career behaviors, life- and job-satisfaction | THS, career planning, vocational identity scale, occupational self-efficacy scale, career engagement scale, Satisfaction with Life Scale (SWLS), brief index of affective job satisfaction | To investigate (a) how hope is related to career decidedness, planning, and self-efficacy beliefs and (b) whether career attitudes mediate the effects of hope on proactive career behaviors, life-, and job-satisfaction | 1334 university students, 233 employees | Hope was significantly related, but distinct, from career variables. Hope had a direct effect on students’ proactive career behaviors as well as direct and indirect effects on students’ life satisfaction and employees’ job satisfaction |
| | Cross-sectional | Hope, autonomous goals, positive affect, self-efficacy, job performance, turnover, core self-evaluations | Children’s hope scale, autonomous goals, multi-affect indicator, short occupational SES, job performance measure, turnover intentions measure, CSE scale | To evaluate whether hope affects job performance and turnover intention through goals, positive affective experience, and occupational self-efficacy beliefs | 590 Swiss adolescents (apprentices) in vocational training | Hope was positively related to all three motivational states and supervisor-rated job performance and negatively related to turnover intentions |