The relationship among achievement motivation, hope, and resilience and their effects on academic achievement among first-year college students enrolled in a Hispanic-serving institution

The first year of college marks a major life transition for students. First-year students are met with complex challenges that include personal and academic stressors. Students not able to manage the transition and adapt to the new college environment often experience adjustment problems. Despite numerous studies focusing on identifying factors that cause, predict, or contribute to academic success and retention of college freshmen, extant literature examining strength-based non-cognitive factors of achievement motivation, hope, and resilience is limited. The purpose of this study was to explore the relationship among achievement motivation, hope, and resilience and their effects on academic achievement of first-year college students. A sample of 175 first-year college students from a regional public four-year university in South Texas was utilized to examine strength-based non-cognitive factors that are predictive of academic achievement. The correlational study employed univariate, bivariate, and multivariate analyses on data collected using the Achievement Motivation Survey, the Adult Trait Hope Scale, and the Brief Resilience Scale. A standard multiple regression was conducted to explore the relationship among achievement motivation, hope, and resilience and the extent to which they predict academic achievement. Independent-samples tests were conducted to examine differences in achievement motivation, hope, and resilience of first-year college students based on gender and ethnicity. Results of the study indicated this combination of strength-based non-cognitive factors significantly predicted academic achievement as measured by cumulative GPA at the end of the first year of college. Examination of individual relationships found achievement motivation to be the most influential component that predicted cumulative GPA. Additionally, positive correlations were found between and among achievement motivation, hope, and resilience and cumulative GPA. The study has practical implications for school counselors, college counselors, counselor educators, and educators working with current and future first-year college students. Academic success in the first year of college requires intentional efforts by students, educators, and counselors. Further research is recommended to expand and clarify the findings of this study.