Hussein Karim Mohammed Al-Anzi (1), Rawaa Jaafar Abd Al-Mayahy (2)
General Background: Academic hope and psychological resilience are central constructs in positive psychology that support students’ adaptation and goal attainment in higher education. Specific Background: University students frequently encounter academic pressures that require cognitive motivation and emotional regulation to sustain performance. Knowledge Gap: Although both constructs are widely studied, limited empirical research has examined their relationship within the context of Iraqi university students. Aim: This study aimed to identify levels of academic hope and psychological resilience and examine their correlational relationship among university students. Results: Using a descriptive correlational design with a stratified random sample of 400 students, findings indicated that students demonstrated high levels of academic hope and psychological resilience, with no significant gender differences in either variable. A statistically significant positive correlation was found between academic hope and psychological resilience. Novelty: The study provides empirical evidence from an Iraqi university context using validated psychometric scales grounded in Snyder’s and Grotberg’s theoretical frameworks. Implications: The findings suggest that fostering academic hope alongside psychological resilience may support students’ academic persistence and psychological well-being in higher education settings.
University students demonstrate high academic hope and resilience.
No significant gender differences were identified.
Academic hope is positively correlated with psychological resilience.
Academic Hope; Psychological Resilience; University Students; Positive Psychology; Higher Education
The concept of academic hope is an educational and psychological concept that has attracted the attention of researchers in educational and psychological sciences due to its connection to numerous psychological processes and its close link to cognitive health outcomes. These outcomes, in turn, lead to the abandonment of negative thoughts such as academic anxiety, psychological stress, learning disabilities, academic pessimism, lack of motivation to learn, and negative self-evaluation. Academic hope is also considered one of the systems and methods of the advanced educational process, aiming to achieve academic and scientific progress among students. It is the process of an individual's thinking about achieving goals, coupled with the motivation to move towards those goals, which plays a significant role in academic achievement [1]. As Snyder in [2] points out, academic hope acts as a key psychological determinant and motivator of reality, which always encourages the establishment of balance and awareness in human life. Individuals who are weak in the academic aspect may fall into many problems [2].
Individuals who decide to pursue their goals and ambitions to achieve their objectives and enhance their capabilities set appropriate goals for themselves, in addition to what they see before them of opportunities to reach their goals, and they develop a sense of academic hope in achieving that when they pursue their goals [3]. Individuals lacking psychological resilience are naturally unable to cope with ambiguous circumstances and their accompanying emotions, leading to negative thoughts and impacting their future thinking [4].
It is worth noting that the concept of psychological resilience is one of the most important modern concepts in the heritage of educational and psychological sciences, as it represents one of the most important components of mental health resilience in an individual's life. Psychological resilience also plays a significant and important role in determining the extent of individuals' ability to adapt and cope with obstacles, difficulties, and situations. The pressure they face in their lives, and that the psychologically healthy individual who possesses psychological and emotional balance, is able to express them according to the nature of the situation.
Therefore, the problem of the current research can be summarized in the following question:
(Is there a relationship between academic hope and psychological resilience among university students?)
University students are an important elite and the towering foundation of society. They are of great importance because of their scientific knowledge and understanding of the concept of academic hope, as they possess a high level of sensitivity and a sense of social personality that puts them in a state of self-balance and psychological well-being in their lives, and a sense of academic hope. In addition, they possess focus and awareness of life, enabling them to achieve goals and desires according to their abilities to face life's events.
Furthermore, some university students face pressures and problems in the scientific and academic field that limit their activity, hinder their performance, reduce the quality of their work, impede their progress, or may lead to a decrease in their desire to complete their studies. Herein lies the importance of academic hope, which contributes to the process of continuity and overcoming these obstacles [5]. Studies and literature have shown that academic hope is an important and major factor among the important psychological factors that an individual need to enjoy a more balanced and mature personality and the ability to adapt and adjust psychologically. It is also linked to the individual’s happiness, making him ready to achieve ambition and success to bring about the next change in his life. Moreover, academic hope employs in the individual effective strategies to overcome the pressures he faces [6]. Also, academic hope is like the individual’s perceived ability that provides him with the motivation for achievement to find the means and methods that help him to achieve his academic goals [7].
The importance of the concept of psychological resilience lies in its positive role in developing an individual's mental and cognitive skills, along with their improved academic performance, reduced stress levels, and increased psychological well-being [8]. Furthermore, the concept of resilience can be considered one of the most recent and complex concepts in the psychological and educational heritage, as it is a crucial requirement for mental health and one of the most important qualities that students should possess. This will have a positive impact on university students in terms of their psychological, physical, mental, and social health, and will make them for him. Individuals who are stable and at peace with themselves, their environment, and their community are more likely to develop psychological resilience [9]. Furthermore, an individual's ability to control their emotions and cope with problems, as well as their capacity for flexible thinking, are more likely to possess high levels of psychological resilience [10]. The American Institute for Future and International Studies in the 21st Century defined psychological resilience as improving cognitive and emotional completeness, as well as flexibility in behavioral interactions and performance methods [8].
Since university students represent an important part of society, attention should be paid to the study of academic hope. Because it is essential for acquiring education. It is closely related to the concept of psychological resilience because it indicates the level of mental health and because of its impact on university students, and it is very important to pay attention to and highlight this.
The current research aims to identify:
This research is limited to students of Wasit University, morning studies for the academic year (2024-2025), for scientific and humanities disciplines, for the first and third stages, and for both genders.
1. Academic request:
And everyone who knew him knew him:
The two researchers adopted the theoretical definition in [1]. This is because they relied on his theory in the theoretical framework of this study.
It is the total score obtained by the respondent through their answer to the scale instrument (Academic Hope) that the researchers prepared according to the theory of [1].
2. Psychological fitness, technically speaking (psychological fitness Everyone who knew her
Chapter Two
The theoretical framework:
Academic hope is a modern concept in the field of positive psychology and that. For a long time, psychology occupied a prominent place, focusing on the negative aspects of human nature, until the emergence of positive psychology, which focuses on psychological strengths and positive aspects, and addresses negative aspects by supporting and empowering the individual and developing plans to achieve academic excellence and success.
He confirmed that the motivational system acquired through the desire to progress towards academic success relies on the belief that one possesses sufficient energy to choose multiple paths to achieve academic goals. Furthermore, students who adopt an academic approach and develop adequate plans for academic excellence possess the confidence to achieve their objectives and the ability to solve problems encountered in their academic journey because they demonstrate a broader perspective and more comprehensive thinking to find appropriate solutions to overcome difficulties [14]. As It is your A type of academic motivation, represented by the student's conscious motivation to achieve specific goals within the learning individual's environment, enabling them to achieve academic objectives and interact with it in order to develop the ability to overcome academic obstacles.
Some researchers have pointed out that students possess a sense of academic perseverance, meaning that they believe they have self-control over their abilities and can choose the best course of action to direct their lives toward their desired goals, even when faced with challenging tasks [15].
It is also noted that academic hope is a cognitive tendency, not an emotion emanating from the individual. Emotions associated with hope are viewed as emotions arising from goal-oriented thinking, with positive emotions reflecting notable success in pursuing goals, and negative emotions reflecting notable failure, academic hope—although it contains influential traits—these traits are not primary in determining whether a person remains attached to a future outcome [16].
Snyder (1991) proposed a cognitive model of hope that focuses on achieving goals and also focuses on motivation and planning, which are essential in order to achieve goals specifically. This was intended to motivate people, which is based on a reciprocal sense of success [17]. This theory shows that academic hope is based on the concepts of will and means. Will refers to the level of motivation in heading towards the goal, while means are the planning of the paths leading towards the goal. The two concepts form the basis of Snyder’s theory of the concept of academic hope [18].
As Snyder sees [1], academic hope is the individual’s willpower, which is the motivational component, i.e., the driving force in his model of hope. It refers to the individual’s ability to benefit from personal methods to reach the desired goals. It is the individual’s ability to expect to use the means to reach the desired goals. Willpower also reflects a person’s thinking and intellectual frame of reference to start moving along the means [1].
Stotland [19] argues that academic hope crystallizes and integrates into a person's character through the acquisition of experiences. It relies on accumulated experiences, which become the reservoir that will enable them to achieve their ambitions and goals. Mistakes, he suggests, are the means by which a person can develop a sound understanding of how to solve problems and correct errors. Through daily life experiences, an individual gains the strength and determination to overcome negative thoughts, despair, and pessimism [3]. Stotland also defines academic hope as an individual's orientation towards a specific, achievable goal. He further indicates that hope is the experience an individual possesses; everyone has ambitions and aspirations they strive to fulfill and attain a prestigious position through their experience [19]. Stotland also points out that an individual who is fearful and anxious cannot achieve their academic ambitions because they are surrounded by the constraints of frustration, fear, and despair. It is difficult to overcome anxiety and confusion for those who lack the necessary ability and courage to confront difficulties. Anyone who aspires to reach a goal must possess a strong character. He discovers his potential that suits his abilities and works to get rid of despair and frustration.
Lazarus in1980 [20] emphasized the importance of academic hope and its role in life. He considered academic hope to be the foundation for remaining not only positive but also for actively and energetically engaging in life. For this reason, he regarded it as a virtue that we should seek and practice like faith. Lazarus also believed that hope manifests itself in unsatisfactory and threatening situations, where its role becomes crucial in bringing about positive changes in life's circumstances [21]. Lazarus is one of the most important theorists in psychology, as he sees academic hope as a positive cognitive state that directs the individual towards future goals and helps him to face negative life events and enables him to continue life and how to adapt to the environment in a positive way in order for the individual to achieve his ambitions and desires [20].
There are many different trends and opinions regarding the concept of psychological resilience, which is one of the concepts whose interpretation varies, such as the ability an individual possesses to control their emotions and the nature of their behavior, and this enables them to be able to deal socially and cognitively with others [22]. The term psychological resilience also emerged as a distinct concept with the rise of positive psychology, which focused on studying and developing personal strengths, abilities, and positive traits by enhancing and activating an individual's awareness of their strengths instead of focusing solely on weaknesses and negative factors.
Psychological resilience, as a concept within modern and positive psychology, refers to flexibility in thoughts, beliefs, and other aspects. This flexibility is reflected in an individual's positive interaction with obstacles, shocks, and difficulties encountered in their life. It can also be described as a process of dealing with two aspects: first, when facing danger or difficulties; and second, the process of adapting and coping in positive and desirable ways. It is also worth noting that psychologists consider psychological resilience to be an individual behavior with characteristics and traits that distinguish one person from another in society. There is also a reference from the American Institute for Future Studies in the 21st Century that psychological resilience is the improvement of emotional and mental integration as well as the flexibility of behavioral interactions [23].
French researchers and psychologists, who offered their own perspectives on the concept of psychological resilience, argued that it is essential for a person to possess certain traits and qualities that help them face life and succeed in it. They also noted that the need for psychological resilience has become urgent in our modern era due to the abundance of problems and conflicts, as well as the focus on self-interest [24]. Neil (2 indicated that psychological resilience is strongly linked to life, acquired optimism, a sense of cohesion, flourishing and growth, a sense of meaning, self-healing, the ability to handle tasks and limitations, and adaptation. The internal energy, as well as the external energy directed towards a specific behavior in society at certain times, and a specific growth period, and thus a rise in the level of social effectiveness, is consistent with these energies and functions working together in regularity, consistency, and harmony without conflict to create a cohesive personality [25].
1. Motivation.
2. Recognizing one's own emotions.
3. Understanding social skills.
4. Understanding the emotions of others.
5. Regulating and managing emotions.
There are a number of signs and indicators that, in light of which we can deduce general indicators of psychological fitness, are as follows [4]:
Discussion of theories of psychological resilience:
One of the most prominent points Freud made in psychoanalytic theory was the confrontation and control of instinctual and biological drives in light of the demands of social reality. The behaviorist school, on the other hand, generally views psychological resilience as being represented by the extent to which a person acquires positive habits and their impact on them, compared to negative habits, all of which have a significant effect on an individual's resilience. As for the humanistic school, Psychological resilience is the acquisition by the individual of effective and appropriate habits and practices that help him in treating others in situations that require decision-making. As for the humanistic school, it sees psychological fitness as lying in a person fully realizing their humanity. The existentialist school holds that the individual lives his existence, realizes himself, his abilities and potential, and is free to achieve his goals. With regard to the current research, the two researchers adopted the behavioral theory in its interpretation of the concept of psychological flexibility.
This chapter includes a presentation of the research procedures in relation to the research methodology, how to choose the community and sample, the research tools, and how to verify the validity and reliability of the research tools. At the end of the chapter, the researchers present the statistical methods that were used in processing the research data.
In this research, the researchers followed the descriptive approach (correlational studies), as it is one of the most appropriate approaches for studying correlational relationships between variables and also for revealing differences between variables. The descriptive approach is a suitable approach for the research concept and its objectives, because it relies on studying the phenomenon as it exists in reality, analyzing and interpreting it [34].
The research community consists of undergraduate students in the morning program at Wasit University. For both sexes (males–females) and also for both specializations (scientific and Humanities) for the academic year 2024-2025 AD.
Third: Research sample:The research sample is defined as a subset of the overall research population that has the same original characteristics. It is selected in an appropriate manner, the study is conducted on it, and then the results of that sample are generalized to the research population, and inferences are drawn about the features of the population [35].
In order to achieve this, the researcher obtained the following steps on a representative sample of the research population:
The two researchers relied on a sample that was selected using stratified random sampling in an equal manner. The sample representing the population consisted of 400 undergraduate students, including 200 students from the scientific specialization and 200 students from the humanities specialization, as shown in Table 1.
Fourth: Search tools:
The researchers used two instruments to measure the research variables: academic hope and psychological resilience. The researchers developed scales for academic hope and psychological resilience, and the following is a presentation of the research instruments:
First: The Academic Hope Scale:The process of building any scale comes through the following key steps:
Accordingly, the researchers presented the Academic Hope Scale, consisting of (22) items, along with the theoretical definition of the variable, to a panel of (10) expert reviewers specializing in educational and psychological sciences from within and outside Iraq. This panel aimed to verify the validity of the scale items, identify those that were valid and those that were not, and assess the suitability of the alternatives for answering the scale items. Based on the experts' opinions, all items were retained in their initial form, as shown in Table No. (2) It shows the acceptance rate of the items:
The purpose of calculating the discriminatory power of the items on the Academic Hope Scale was to employ the extreme groups method for analysis. The researchers followed the steps of this method, selecting 27% of the forms with the highest scores (106 forms) and the same percentage for the lowest scores, resulting in a total of 212 forms analyzed. The mean and standard deviation were calculated for each group for every item on the scale. To determine the discriminatory power of each item, an independent samples t-test was used. The results showed that the calculated t-value for all items on the scale was statistically significant after comparison. With a tabulated t-value of (1.96) at a significance level of (0.05) with a degree of freedom of (214), the scale thus consists of (23) items in its final form, and Table No. (4) This shows that.
This refers to the correlation between the score of a measurement item and the total score of the scale; that is, the item measures the same concept as the overall scale score. This method is considered one of the best and most common methods used in analyzing items of educational and psychological tests and scales [39]. In light of this indicator, the researchers used Pearson's correlation coefficient to extract the correlation between the score of each item on the scale and the total score of the (400) questionnaires. All items on the scale were retained because they showed a high correlation with the total scale score. All correlation coefficients were statistically significant when compared to the tabulated value (0.095), significance level (0.05), and degrees of freedom (398). Table No. (5) This shows that.
Psychometric propertiesfor the academic hope scale:The validity and reliability of the measurement instrument are among the most important conditions for a measurement instrument, through which we can obtain results that help the researcher to make the appropriate decision for the measurement process [40].
First: Apparent truthfulness:The current scale was verified when the scale items were presented to a group of experts for evaluation and judgment on the validity of its items.
Secondly: The truthfulness of the construction:It is sometimes called conceptual truth and refers to Anastasi (1982) [42] argued that construct validity requires the gradual accumulation of information from diverse sources. This led to a focus on the role of educational and psychological theory in constructing scales and the need to formulate testable hypotheses, or to describe them in the validity verification process [42]. The availability of construct validity indicators in the academic scale was found through item differentiation and the relationship of item scores to the total scale score. The researchers found that all scale items were well correlated, and through the verification process, the construct validity was confirmed.
2. Scale reliability:If a scale instrument is found to be free from random errors that occur in the scale, and it has become able to measure the trait or characteristic to be measured consistently and in all conditions and variations, then the scale becomes a stable scale [43]. The researchers extracted the stability by using Cronbach’s alpha reliability equation for the scale, which is (0.81).
Statistical indicators for the Academic Hope Scale:When extracting the descriptive statistical indicators of the degree of responses of the research sample to the academic hope scale, Table No. (6) It shows the scores of the sample members.
Second: The Psychological Resilience Scale:After the researchers reviewed the literature, research, references and previous studies that dealt with the concept of psychological resilience, the psychological resilience scale of (Grotberg, 2003) [13] was built, which consists of (24) items. The main objective of the scale is to measure the psychological resilience of students. The process of building any scale comes through the following key steps:
The scale was accurate:The researchers have extracted two validity indicators for the psychological resilience scale, and the following is an explanation of how to obtain each of them:
Scale reliability:The researchers extracted the reliability by using Cronbach's alpha reliability equation for the scale, which is (0.88).
Statistical indicators for the Academic Hope Scale:When extracting the descriptive statistical indicators of the degree of responses of the research sample to the psychological resilience scale, Table No. (10) It shows the scores of the sample members:
Statistical methods:
The researchers used appropriate statistical methods in this research with the help of the statistical program (Spss).
Presenting and interpreting the results
This chapter includes a presentation and discussion of the research findings in accordance with the objectives of the current research. In light of the findings, the researchers made some recommendations and suggestions.
First: Presenting and interpreting the results:
First objective: To identify academic aspirations among university students:To achieve this goal, the researchers applied the scale to the research sample. The results showed that the arithmetic mean of the academic hope scale was (93.6534) with a standard deviation of (4.89543) when compared to the hypothetical mean of (67) and using a one-sample t-test (The t.test revealed that the difference was statistically significant, as the calculated t-value reached (122.342) degrees, which is higher than the tabulated t-value of (1.96) degrees at a significance level of (0.05) and with degrees of freedom of (399). Table No. (11) This shows that.
The result in Table (11) indicates that it is statistically significant, meaning that the sample members possess academic hope. The researchers explain this result by stating that university students are an important segment of society, characterized by their ability to persevere in pursuit of success and the achievement of their goals, in addition to their academic and cultural level and their self-esteem, which contributed to the high level of academic hope. These students possess academic hope, an optimistic vision of their future, and a realistic understanding and expectation of success. Snyder believes that advanced and aware segments, such as university students who possess academic hope for their future, have high levels of thinking, which is reflected in their level of awareness and degree of their expectations for academic and professional success [5].
Second goal: The significance of statistical differences in the level of academic hope among university students according to the gender variable.
To identify statistical differences in academic hope among university students based on gender, an independent samples t-test was used. The mean and standard deviation were calculated for male and female samples on the academic hope scale. When comparing the male mean with the female mean, no statistically significant differences were found in academic hope, as indicated by the calculated t-value of (-1.837), which is lower than the tabulated t-value of (1.96) at a significance level of (0.05) and with degrees of freedom (398), which are not statistically significant, and the table (12) This explains it.
Here, the researchers explain this result in light of Snyder’s theory and attribute it to the fact that academic hope enables university students to stimulate their motivation towards academia, acquire cognitive awareness and continuous interaction, and employ it in the academic aspect.
Third objective: To identify the psychological resilience of university students:To achieve this goal, the researchers applied the scale to the research sample. The results showed that the arithmetic mean of the psychological resilience scale was (96.8120) with a standard deviation of (4.91275) when compared to the hypothetical mean of (69) and using a one-sample t-test (The t.test revealed that the difference was statistically significant, as the calculated t-value reached (121.246) degrees, which is higher than the tabulated t-value of (1.96) degrees at a significance level of (0.05) and with degrees of freedom of (399). Table No. (13) This shows.
The researchers see in their interpretation of the above results that university students enjoy a high level of psychological flexibility, and this is a positive sign or view of themselves. They understand and regulate their emotions and have control over negative feelings, as well as their ability to understand and know the feelings of others. They also transform those feelings into simple emotions in order to focus and resort to the most appropriate and best methods and ways of conveying their thoughts, behaviors and feelings with a clear positive impact.
Fourth goal: The significance of statistical differences in the level of psychological resilience among university students according to the gender variable.
In order to identify differences in psychological resilience among university students according to the variable (gender), the t-test for two independent samples was used, and then the arithmetic mean of the male and female samples was calculated on the psychological resilience scale. After that, the male mean was compared with the female mean, and it was found that there were no statistically significant differences in the concept of psychological resilience, as shown in the table (14).
This result can be explained by the students possess a capacity for psychological resilience that enables them to withstand stimuli in various situations, and the researchers attribute this to their mental capacity in developing psychological resilience, which plays an important role. In gaining experience from the situations and obstacles they go through, and as they try to be aware and have the ability to interpret academic pressures and events that promote the acquisition of thinking to face difficult psychological situations with correct and logical solutions.
Fifth objective: To identify the correlation between academic hope and psychological resilience among university students:
To achieve this objective, the data were statistically analyzed, and Pearson's correlation coefficient was used between the sample's scores on the Academic Hope Scale and their scores on the Psychological Resilience Scale. The correlation coefficient was (0.119), and when compared to the critical value of the correlation coefficient of (0.094), it was found to be statistically significant at a significance level of (0.05) and degrees of freedom of (399), which means that there is a significant positive relationship between academic hope and psychological resilience. Table (15) This illustrates:
The researchers explain the above result by indicating that university students possess a high level of academic hope. They attribute this to the positive outcome of academic hope in the students' academic field, and that psychological resilience is a crucial requirement for achieving their planned academic goals. The researchers found a relationship between academic aspiration and psychological resilience; that is, students with academic aspiration possess the psychological resilience to understand their abilities, as well as the motivation and incentives that guide them toward achieving their academic aspirations through appropriate means and methods to reach their scientific goals.
In light of the results of the current research, the researchers came to the following conclusions:
Third: Recommendations
In light of the above findings, the researchers recommend the following:
Fourth: Proposals:
In light of the research findings, the researchers suggested conducting further studies, including:
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