Abstract
Hope is a malleable, cognitive, motivational skill that supports college student outcomes. We evaluated a college-level curriculum that taught hope skills. Using a voluntary response sampling method, a total of 50 participants were included in the present study with 25 in each the control and intervention group. All students completed surveys on hope at the beginning and end of the semester. The intervention group participated in a 10-week curriculum; students in the control group completed their regular introductory course. The intervention group had a significant increase in hope over the semester. Completing the hope course predicted significantly higher end-of- -semester hope, accounting for the beginning-of- semester hope. Hope can be taught via a classroom setting using a curriculum that requires limited financial and time resources. Improving college student hope has implications for their academic and well-being outcomes.
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