IUPUIIUPUI

Kevin L. RandKevin L. Rand

Enabling the Endeavoring: Enabling the Endeavoring: Hope’s Role in Service Hope’s Role in Service

LearningLearning

Name the Name the author…author…

Each life converges to some Each life converges to some centrecentre

Expressed or still;Expressed or still;

Exists in every human Exists in every human naturenature

A goalA goal

Name the Name the author…author…

Each life converges to some Each life converges to some centrecentre

Expressed or still;Expressed or still;

Exists in every human natureExists in every human nature

A goalA goal-Emily Dickinson-Emily Dickinson

Overview: Where Overview: Where are we going?are we going?

What is hope theory?What is hope theory? How does hope relate to learning?How does hope relate to learning? What are the practical & What are the practical &

research implications of research implications of

hope theory for servicehope theory for service

learning?learning?

Research on HopeResearch on Hope Higher hope → increased effort at Higher hope → increased effort at

taskstasks Higher hope → greater pain Higher hope → greater pain

tolerancetolerance Higher hope → superior athletic Higher hope → superior athletic

performance above and beyond performance above and beyond athletic abilityathletic ability

Higher hope → better recovery from Higher hope → better recovery from illness & injuryillness & injury

Higher hope → better mental healthHigher hope → better mental health

Snyder’s (1994) Snyder’s (1994) Hope TheoryHope Theory

GoalsGoals – the common thread to all – the common thread to all purposive human behaviorpurposive human behavior

PathwaysPathways – ‘Waypower’ – ‘Waypower’ AgencyAgency – ‘Willpower’ – ‘Willpower’ EmotionsEmotions – information feedback – information feedback

about goal pursuitabout goal pursuit Negative – blocked goalNegative – blocked goal Positive – progress or Positive – progress or

accomplishmentaccomplishment

• Short & Long Term

• Some Probability of Reaching

• Mental Target

Goals

• Avoid vs. approach

• Hierarchical

Hierarchical Nature of Hierarchical Nature of GoalsGoals

Abstract (“Be”)

Be Healthy

Exercise

Be Happy

Ideal Self

Diet

SwimRunConcrete (“Do”)

• Perceived Ability to Produce Plans

• Crucial When Encountering Blockages

• Most Preferred & Alternate Routes

Pathways

Agency

• Channeling of Mental Energyto Appropriate Routes

• Mental Determination

• Self-talk: “I will do this…”

• Source can be internaland/or external

HopeHope

Measuring HopeMeasuring Hope Trait HopeTrait Hope

Adult Hope Scale (Snyder et al., Adult Hope Scale (Snyder et al., 1991)1991)

State HopeState Hope State Hope Scale (Snyder et al., State Hope Scale (Snyder et al.,

1996)1996) Goal-specific HopeGoal-specific Hope

Goal-specific Hope Scale (Feldman Goal-specific Hope Scale (Feldman et al., 2009)et al., 2009)

___ 1. I can think of many way to get out of a jam. P___ 2. There are lots of ways around any problem. P___ 3. I can think of many ways to get the things in life that

are important to me. P___ 4. Even when others get discouraged, I know I can find a

way to solve the problem. P___ 5. I energetically pursue my goals. A___ 6. My past experiences have prepared me well for my

future. A___ 7. I’ve been pretty successful in life. A___ 8. I meet the goals that I set for myself. A

Adult Hope ScaleAdult Hope Scale HOW TRUE IS EACH STATEMENT OF YOU

GENERALLY1= Definitely False 4= Slightly False 5= Slightly True 8= Definitely True

Trait Hope Scale Trait Hope Scale DataData

Average total score for adults Average total score for adults is 48is 48High agency/pathways ≥ 26High agency/pathways ≥ 26Low agency/pathways ≤ 20Low agency/pathways ≤ 20

No gender differencesNo gender differences Some ethnic/racial Some ethnic/racial

differencesdifferences

Hope & Learning: Hope & Learning: TheoryTheory Hope allows students to select, Hope allows students to select,

commit to, & work toward goalscommit to, & work toward goals Hope engenders positive Hope engenders positive

emotions, which foster learning emotions, which foster learning & perseverance& perseveranceBroaden & build functions of Broaden & build functions of

positive emotions (Frederickson)positive emotions (Frederickson)Reduction in debilitating effects of Reduction in debilitating effects of

anxietyanxiety

Hope & Learning: Hope & Learning: ResearchResearch Higher hope → more engaged & less Higher hope → more engaged & less

disengaged coping with academic disengaged coping with academic stressorsstressors Chang, 1998; Alexander & Onwuegbuzie, Chang, 1998; Alexander & Onwuegbuzie,

20072007 Higher hope → less test anxiety Higher hope → less test anxiety

Onwuegbuzie, 1998; Snyder, 1999Onwuegbuzie, 1998; Snyder, 1999 Higher hope → academic success above Higher hope → academic success above

and beyond intelligenceand beyond intelligence Curry, Snyder, et al., 1997; Rand, 2009; Curry, Snyder, et al., 1997; Rand, 2009;

Snyder, Hoza, et al., 1997; Snyder, Hoza, et al., 1997;

Snyder et al. (2002)Snyder et al. (2002) 6-year prospective study of 6-year prospective study of

college studentscollege students Hope measured first-semester Hope measured first-semester

of freshman yearof freshman year Higher-hope:Higher-hope:

Higher overall GPA (controlling for Higher overall GPA (controlling for ACT)ACT)

Lower dismissal rateLower dismissal rate Higher graduation rateHigher graduation rate

Rand (2009)Rand (2009) Semester-long prospective study of Semester-long prospective study of

college students in psychology college students in psychology coursecourse

Hope, optimism, & grade Hope, optimism, & grade expectations measured at expectations measured at beginning of semesterbeginning of semester

Higher-hope:Higher-hope: Higher grade expectations → higher final Higher grade expectations → higher final

gradegrade Higher final grade (controlling for GPA)Higher final grade (controlling for GPA)

Optimism

Class Grade

.87

Predicted Grade

Goal Attitude

Hope

GPA

.87

.22

.25

.19.31

.22

Rand, Martin, & Shea Rand, Martin, & Shea (2008)(2008)

Semester-long prospective Semester-long prospective study of first-year law study of first-year law studentsstudents

Hope & optimism measured Hope & optimism measured at beginning of semesterat beginning of semester

Higher-hope:Higher-hope: Higher semester GPA (controlling Higher semester GPA (controlling

for undergraduate GPA & LSAT)for undergraduate GPA & LSAT)

.38*UGPA Law School GPA

Hope

Optimism

Life Satisfaction

.25*

LSAT.13

.78

.39*

.56.38*

Fostering Hopeful Fostering Hopeful Education:Education:

General IdeasGeneral Ideas Optimizing GoalsOptimizing Goals

Fostering PathwaysFostering Pathways

Fostering AgencyFostering Agency

Optimizing GoalsOptimizing Goals Goals should be concrete & approach-Goals should be concrete & approach-

orientedoriented Set stretch goals for studentsSet stretch goals for students Learning vs. performance goalsLearning vs. performance goals

““Understand the 4 types of experimental Understand the 4 types of experimental validity”validity”

““Get a 90% on my next psychology exam”Get a 90% on my next psychology exam” Ironically, learning goals improve performanceIronically, learning goals improve performance Avoid forced grade distributionsAvoid forced grade distributions

Connect course goals to higher-order Connect course goals to higher-order student goals/valuesstudent goals/values Goal Clarification – remember Mr. MiyagiGoal Clarification – remember Mr. Miyagi

Goal ClarificationGoal Clarification

How?

Goal

Why?

Pathway

Value

Goal ClarificationGoal Clarification

Learning Goal

Why?

Student Value

Examine the relationship between social stigma &

individual behavior

Why?

Be able to understand complex causal relationships

across situations

Why?

Be able to influence outcomes of various

situations

Fostering Pathways Fostering Pathways ThinkingThinking Be explicit about what Be explicit about what

behaviors will lead to successbehaviors will lead to success 10 Pathways to successful learning10 Pathways to successful learning ““Generate 3 multiple-choice test questions Generate 3 multiple-choice test questions

each week”each week” ““Describe examples of stereotype thinking Describe examples of stereotype thinking

you observed during your service you observed during your service experience”experience”

Offer multiple ways to successOffer multiple ways to success Papers, tests, journals, activitiesPapers, tests, journals, activities Goal clarificationGoal clarification

Goal ClarificationGoal Clarification

How?

Learning Goal

Pathway

Goal ClarificationGoal Clarification

How?

Provide 20 hours of service at an agency serving severely mentally ill

Examine the relationship between social stigma &

individual behavior

Fostering Agency: Class Fostering Agency: Class StructureStructure

Multiple methods of reinforcementMultiple methods of reinforcement Offer more than just gradesOffer more than just grades Connect learning goals to other life Connect learning goals to other life

domainsdomains Give meaning to learning goalsGive meaning to learning goals

Protects against satiation & burnoutProtects against satiation & burnout

Depersonalize grading systemDepersonalize grading system It’s about their behaviors, not about themIt’s about their behaviors, not about them Failure is simply information that they Failure is simply information that they

should try something differentshould try something different

Fostering Agency: Class Fostering Agency: Class StyleStyle Exude EnergyExude Energy

Teach with enthusiasm & humorTeach with enthusiasm & humor Energy is contagiousEnergy is contagious Positive affect = better learningPositive affect = better learning

Be a StorytellerBe a Storyteller Humans are wired to learn & share storiesHumans are wired to learn & share stories Organize lecture as a narrative; use jokes, Organize lecture as a narrative; use jokes,

anecdotesanecdotes Personalize the ClassPersonalize the Class

Learn & use student namesLearn & use student names Offer anecdotes from your own lifeOffer anecdotes from your own life Talk about things that are relevant to Talk about things that are relevant to

college students & their experiencescollege students & their experiences

Optimize Your HopeOptimize Your Hope Have a circumscribed set of goals for Have a circumscribed set of goals for

the classthe class Sometimes, less is moreSometimes, less is more

Teach what excites youTeach what excites you Cover more of what you are interested in & Cover more of what you are interested in &

less of what you are not interested inless of what you are not interested in Don’t assume responsibility for Don’t assume responsibility for

students’ goalsstudents’ goals You can only lead the horses to water…You can only lead the horses to water…

Reframe student failure for yourselfReframe student failure for yourself Failure, while unpleasant, is not inherently Failure, while unpleasant, is not inherently

badbad

Service Learning:Service Learning:Some Hopeful Some Hopeful SuggestionsSuggestions Begin the course by eliciting student values Begin the course by eliciting student values

& priorities& priorities What are your life priorities/values?What are your life priorities/values? What are your goals regarding your education?What are your goals regarding your education?

Have students rank-order their Have students rank-order their values/prioritiesvalues/priorities What is your most important value? Second?What is your most important value? Second?

Pathfinding - ask students to create pathways Pathfinding - ask students to create pathways between service learning and their most between service learning and their most important valuesimportant values How might completing this course get you closer How might completing this course get you closer

to what you want in life?to what you want in life? Show the link between the self and othersShow the link between the self and others

WEWE

Service Learning Issue:Service Learning Issue:Requiring ServiceRequiring Service

May decrease motivation for future May decrease motivation for future service (Batson et al., 1978; Deci & service (Batson et al., 1978; Deci & Ryan, 1985; Stukas, Snyder, & Clary, Ryan, 1985; Stukas, Snyder, & Clary, 1999)1999)

External control reduces intrinsic External control reduces intrinsic motivationmotivation Need for autonomyNeed for autonomy

Effect is most pronounced for students Effect is most pronounced for students not already motivated to engage in not already motivated to engage in serviceservice ““Why did I do it?”Why did I do it?” ““Because I had to.”Because I had to.”

Service Learning Issue:Service Learning Issue:Requiring ServiceRequiring Service

Allow students & community Allow students & community representative to jointly define super-representative to jointly define super-ordinate goals togetherordinate goals together Robbers Cave StudyRobbers Cave Study

Allow students to choose details and focus Allow students to choose details and focus of serviceof service

Have students reflect on pros and cons of Have students reflect on pros and cons of required servicerequired service Reduces ambivalenceReduces ambivalence

Have students engage in pathfinding Have students engage in pathfinding exercise connecting service learning exercise connecting service learning experience to personal goalsexperience to personal goals

Pathfinding ExercisePathfinding Exercise

Abstract (“Be”)

Get a Job

Make $

Be Happy

Service LearningConcrete (“Do”)

Graduate Develop Diversity

Skills

Connect with Others

Why?

Why?

Why?

Why?

Service Learning:Service Learning:Risks of ReflectionRisks of Reflection

Reflection exercises may erode perceptions of Reflection exercises may erode perceptions of intrinsic altruism (Batson, Fultz, et al., 1987)intrinsic altruism (Batson, Fultz, et al., 1987) Overly-sufficient justificationOverly-sufficient justification

Q: “Why did you Q: “Why did you reallyreally do this?” A: “For the grade.” do this?” A: “For the grade.” Students who value self-knowledge at greatest riskStudents who value self-knowledge at greatest risk

Social learning theory of prosocial Social learning theory of prosocial developmentdevelopment 1) material reward1) material reward

““Here’s some candy!”Here’s some candy!” 2) social reward2) social reward

““You’re a good girl/boy!”You’re a good girl/boy!” 3) self-reward3) self-reward

““I’m a kind, caring, altruistic person.”I’m a kind, caring, altruistic person.”

Service Learning:Service Learning:Risks of ReflectionRisks of Reflection

Benefits of reflection may outweigh the costsBenefits of reflection may outweigh the costs Pennebaker’s work showing that writing involving Pennebaker’s work showing that writing involving

causal attribution, insight, and self-reflection has causal attribution, insight, and self-reflection has mental and physical health benefitsmental and physical health benefits

Tailor reflection & pathfinding exercises to Tailor reflection & pathfinding exercises to student’s pre-course level of prosocial student’s pre-course level of prosocial developmentdevelopment As part of initial goals/values assessment, assess As part of initial goals/values assessment, assess

where students are in terms of prosocial where students are in terms of prosocial developmentdevelopment

Materially focusedMaterially focused Socially focusedSocially focused Intrinsically focusedIntrinsically focused

Pathfinding Exercise Pathfinding Exercise (Material)(Material)

Abstract (“Be”)

Get a Job

Make $

Ideal Self

Service LearningConcrete (“Do”)

Graduate

Pathfinding Exercise Pathfinding Exercise (Social)(Social)

Abstract (“Be”)

Relate to Others

Ideal Self

Service LearningConcrete (“Do”)

Develop Diversity

Skills

Pathfinding Exercise Pathfinding Exercise (Intrinsic)(Intrinsic)

Abstract (“Be”)

Express Care for Others

Ideal Self

Service LearningConcrete (“Do”)

Hope & Service Hope & Service Learning:Learning:

Research QuestionsResearch Questions Is trait hope a moderator of the Is trait hope a moderator of the relationship between service learning relationship between service learning and outcomes?and outcomes? Do students with higher levels of pathways Do students with higher levels of pathways

thinking generate more connections thinking generate more connections between course goals and their personal between course goals and their personal goals?goals?

Do students with higher levels of agency Do students with higher levels of agency participate more in the service learning?participate more in the service learning?

Do students with higher levels of agency Do students with higher levels of agency thinking show greater increases in thinking show greater increases in intention to remain civically active?intention to remain civically active?

Hope & Service Hope & Service Learning:Learning:

Research QuestionsResearch Questions Is hope a mechanism by which service Is hope a mechanism by which service learning leads to outcomes?learning leads to outcomes? Does hope increase during service learning Does hope increase during service learning

course?course? Do increases in hope predict intention to Do increases in hope predict intention to

remain civically active?remain civically active? Do students with more concrete initial Do students with more concrete initial

goals/values have less intention to goals/values have less intention to remain active following the course?remain active following the course? Also, does the proportion of material, Also, does the proportion of material,

social, and intrinsic goals change social, and intrinsic goals change throughout the course?throughout the course?

Thank YouThank You If you have questions about hope If you have questions about hope

theory, please contact me:theory, please contact me:

Kevin L. Rand Kevin L. Rand klrand@iupui.edu

Department of PsychologyDepartment of PsychologyIUPUIIUPUI

317-274-6771317-274-6771

___ 1. If I should find myself in a jam, I could think of many ways to get out of it. P

___ 2. There are lots of ways around any problem that I am facing now. P

___ 3. I can think of many ways to reach my current goals. P___ 4. At the present time, I am energetically pursuing my goals.

A___ 5. Right now I see myself as being pretty successful. A___ 6. At this time, I am meeting the goals that I have set for

myself. A

State Hope ScaleState Hope Scale HOW TRUE IS EACH STATEMENT OF YOU RIGHT

NOW1= Definitely False 4= Slightly False 5= Slightly True 8= Definitely True

___ 1. If I had problems achieving this goal, I could think of lots of ways around these problems. P

___ 2. Even when others get discouraged with similar goals, I know I can find a way to attain this goal. P

___ 3. I can think of many ways to achieve this goal. P___ 4. I energetically pursue this goal. A___ 5. My past experiences have prepared me well for trying to

attain this goal. A___ 6. I believe that I will meet this goal that I have set for

myself. A

Goal-Specific Hope ScaleGoal-Specific Hope ScaleGOAL:

HOW TRUE IS EACH STATEMENT OF YOU RIGHT NOW AS YOU THINK ABOUT THIS GOAL

1= Definitely False 4= Slightly False 5= Slightly True 8= Definitely True

Hope & Service Hope & Service Learning:Learning:

Practical ApplicationsPractical Applications Service Learning – teaching and learning Service Learning – teaching and learning strategy that integrates meaningful community strategy that integrates meaningful community service with instruction and reflection to enrich service with instruction and reflection to enrich learning, teach civic responsibility, and learning, teach civic responsibility, and strengthen communitiesstrengthen communities

Meaningful = superordinate goals for both Meaningful = superordinate goals for both student and communitystudent and community

Civic responsibility = active citizenshipCivic responsibility = active citizenship Strengthen communities = help create “We” Strengthen communities = help create “We”

goalsgoals Goals of instructor: foster sense of caring for Goals of instructor: foster sense of caring for

others, learning beyond classroom, active others, learning beyond classroom, active learninglearning

Pathways: pedagogy, active service, reflectionPathways: pedagogy, active service, reflection

How?

Why?

Learning Goal: Deepen Your Understanding of a Published Research Study

Generate an alternative theory or hypothesis that would equally explain the findings of the study.

Improve your creativity and problem-solving skills that can be used to achieve goals in other domains of your life.

Assuming the results of the study (and the theory they support) are true, how would you apply this knowledge to your own life?

What questions do these results raise? Design a follow-up study to answer one or more of these questions.

Become a more educated consumer of information and make better choices/decisions in getting the things you want.

Understand how to use the scientific method and logic to answer questions and gain information to help you navigate life.

Higher-Order Goals

“Be” Goals

Lower-Order Goals

“Do” Goals