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This article discusses the implementation of a localized strength-based mental health promotion program called Locus-of-Hope Intervention in schools. The program aims to address the lack of specialized mental health services in the Philippines by developing students' psychological capacities and resources, such as hope, adaptive coping, and problem-solving skills. The article highlights the importance of including social agents, such as teachers, in the intervention to support students in achieving their goals. The efficacy of hope interventions in schools is still limited, and further research is needed, particularly in non-Western societies. [Extracted from the article]

Background: As little research has been devoted to examining associations between the four locus-of-hope dimensions (internal, external—peer, external—family, and external—spiritual) and individual differences, the current study explores the correlations with individual-level individualist and collectivist relational tendencies, self-esteem, insecure attachment, and gender within a culturally diverse sample of university undergraduate students. Methods: questionnaires were completed by a culturally diverse sample of undergraduate students measuring locus-of-hope, individualist and collectivist relational tendencies, self-esteem, insecure attachment, and gender. Results: State and trait locus-of-hope were significantly correlated. Individualism showed positive correlations with internal and external—family locus-of-hope. Collectivism positively correlated with internal locus-of-hope and the three external locus-of-hope dimensions. Internal locus-of-hope was significantly predicted by self-esteem, relational self-esteem, individualism, and collectivism. External—spiritual locus-of-hope was not significantly predicted by the variables. External—family locus-of-hope was significantly predicted by relational self-esteem and collectivism and external—peer locus-of hope was significantly predicted by relational self-esteem, collectivism, and avoidant attachment style. No significant gender differences in locus-of-hope were found. Conclusions: The results provide further understanding about the construct of locus-of-hope and provide a foundation for future research to continue exploring the role of locus-of-hope in the development and expression of self-esteem and attachment profiles.

While hope has been frequently referenced as a protective factor associated with resilience, limited research exists examining hope's origins. To expand the research base on the origins of hope among adolescents, we conducted 2 studies to test Bernardo's locus of hope theory, along with Snyder's theory that hope originates from attentive caregivers. Two cross sectional studies were performed with 2 independent samples collected from adolescents residing in the South Central United States (Study 1: N′ = 556; Study 2: N′ = 578). Covariance based structural equation modeling (CB-SEM) was used to test an a priori model of external locus of hope in parents/guardians as an antecedent of life satisfaction mediated by children's internal hope. The results of both studies indicate that the proposed theoretical model provided good fit to the observed data. The study concludes with a discussion of the implications of the results, particularly the potential importance of parenting approaches that involve parents/guardians acting as external agents promoting their adolescents' goals. [ABSTRACT FROM AUTHOR]

Research demonstrates the relationship between dispositional hope and GPA, but mixed results regarding the relationship between dispositional optimism and GPA. Hope and optimism also have been shown to predict academic motivation. However, no study has yet investigated all of these factors together, and most research concerns only Western samples. In a cross-sectional sample of 129 Hong Kong university students, we administered measures of internal hope (hope regarding one's own capabilities), external-family hope (hope derived from family), optimism, and intrinsic and extrinsic academic motivation. We found significant zero-order correlations between internal hope and GPA, but not between external-family hope nor optimism and GPA. Mediation analyses showed that internal hope directly related to GPA, and did not appear mediated by academic motivation. Given our findings, future studies testing hope-based interventions in similar samples may be warranted. We discuss implications for culturally adapting hope interventions.

Abstract: Traditional hope theory is dominated by an individualistic assumption wherein the self is considered as the focal agent of goal attainment. However, in collectivist cultures more relational dimensions of hope also need to be considered. The locus of hope dimension (internal vs. external locus) was added to the traditional hope theory in order to capture both individualistic and collectivist types of hope. Hope could either be anchored on oneself (internal locus) or on significant others (external locus). External locus could further be divided into family, friends, and spiritual hope. There is still a dearth of research on the external locus of hope, with most of the previous studies focusing on the internal locus. Therefore, the aim of this study was to examine how internal and external loci of hope could predict various indices of psychological adjustment. We also examined how individual differences in self-construals would predict locus of hope. Results among the Chinese university students indicated that independent self-construal was positively associated with the internal locus of hope, while interdependent self-construal was positively associated with the external locus of hope. Internal locus and external locus of hope related to family and friends were positively associated with adjustment, but spiritual hope was not. Implications and directions for future research are discussed. [Copyright &y& Elsevier]

Background: As little research has been devoted to examining associations between the four locus-of-hope dimensions (internal, external—peer, external—family, and external—spiritual) and individual differences, the current study explores the correlations with individual-level individualist and collectivist relational tendencies, self-esteem, insecure attachment, and gender within a culturally diverse sample of university undergraduate students. Methods: questionnaires were completed by a culturally diverse sample of undergraduate students measuring locus-of-hope, individualist and collectivist relational tendencies, self-esteem, insecure attachment, and gender. Results: State and trait locus-of-hope were significantly correlated. Individualism showed positive correlations with internal and external—family locus-of-hope. Collectivism positively correlated with internal locus-of-hope and the three external locus-of-hope dimensions. Internal locus-of-hope was significantly predicted by self-esteem, relational self-esteem, individualism, and collectivism. External—spiritual locus-of-hope was not significantly predicted by the variables. External—family locus-of-hope was significantly predicted by relational self-esteem and collectivism and external—peer locus-of hope was significantly predicted by relational self-esteem, collectivism, and avoidant attachment style. No significant gender differences in locus-of-hope were found. Conclusions: The results provide further understanding about the construct of locus-of-hope and provide a foundation for future research to continue exploring the role of locus-of-hope in the development and expression of self-esteem and attachment profiles. [ABSTRACT FROM AUTHOR]