Evaluating the Effectiveness of Snyder's Theory-Based Group Hope Therapy to Improve Self-Efficacy of University Students in Finance

Abstract

Self-efficacy as a motivating factor leads to increased academic performance and stress reduction. Therefore, training to improve academic self-efficacy can have a significant effect on students' academic achievement and progress of educational system. The aim of this study is to investigate the effects of the Snyder's theory-based group hope therapy on academic self-efficacy beliefs and hope in freshman students. In total, 45 freshman students were recruited and randomly assigned to two groups: intervention group and control group. Academic self-efficacy belief was measured with the Academic Self-Efficacy Scale, and hope was assessed with the Snyder Hope Scale (SHS). Measurements were assessed before intervention, end of intervention, and at a 2-month follow-up. The sample showed an academic self-efficacy beliefs score of 23.9% at baseline. Freshman students in the intervention group showed significant improvements in their academic self-efficacy beliefs and hope at end of intervention and follow-up, but no in the control group. Students with low self-efficacy benefitted from the intervention. The results of our intervention indicate a significant positive effect on academic self-efficacy beliefs and hope in freshman students, who benefitted from the Snyder's theory-based group hope therapy. Early self-efficacy detection is therefore crucial in the treatment and care of freshman students, and hope approaches can help to achieve academic achievement during the university period.