The light at the end of the tunnel? A systematic review of higher education student experiences of hope

The most dominant model of hope is cognitive, in which hope is defined as goal-directed thinking, comprising self-agency and goal route identification. Nonetheless, competing theories about the fundamental nature of hope remain and further exploration of the construct is warranted. Little is known about whether the cognitive model aligns with how higher education students themselves think about hope. Understanding how "lay" populations conceptualise and experience psychological phenomena is as important as applying scientific theory. Personal beliefs impact on how people make sense of their life experiences and on their wellbeing. Research is specifically needed to explore the conceptualisation and experience of hope within diverse student populations. A systematic review was conducted to identify published scientific research and grey literature presenting qualitative accounts of hope from higher education students. A qualitative meta-synthesis of the eight eligible reports was conducted using thematic analysis and synthesis approaches to identify conceptualisations of hope and its associations with mental health and well-being. Nine themes were identified, reflecting that hope is: fundamental; self-construal over time; goal-directed; cognitive-emotional-behavioural; connection; resilience; dynamic and reciprocal; the inverse of depression; positive. These findings were identified as reflecting conclusions in which at least a moderate level of confidence may be placed. These findings clearly align with the cognitive model of hope, but emphasise the additional facets of fundamentality, self-construal, and negative origins. The implications for higher education institutions include to promote growth mindsets, to support students to learn skills for identifying and pursuing goals, and to provide hope-enhancing interventions as part of their student support provision.

Extending the Psychology of Working Model for Latinx Youth: Incorporating Youth Voice

Psychology of working theory (PWT) emphasizes the role of contextual constraints in career development, as well as promotive factors that might be cultivated to navigate these constraints. Although PWT has implications for promoting youth career development, most research has focused on college students and working adults. We interviewed 12 youth residing in a Latinx community with a high level of poverty and attending a well-resourced private high school with a high degree of college acceptance to explore developmentally and culturally relevant promotive factors that might inform the extension of PWT for youth. Analyses conducted through Consensual Qualitative Research revealed a strong sense of purpose and hope that were grounded in family, school, and workplace supports. Participants reported critical awareness of societal inequities and a focus on challenging inequity through hard work rather than societal change. We discuss implications for extending PWT theory, research, and intervention with Latinx youth.