Cite this article as:
Fadeeva T. Y. Substantial and Semantic Characteristics of Students' Ideas About Hope. Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy, 2018, vol. 18, iss. 3, pp. 311-?. DOI: https://doi.org/10.18500/1819-7671-2018-18-3-311-318
Substantial and Semantic Characteristics of Students' Ideas About Hope
The purpose of the study described in the article was to identify the characteristics of perception of hope by students with different levels of dispositional hope. The study was performed on a student sample (N=73), whose average age is 19 years with the use of the following psychodiagnostic tools: the semantic differential by C. Osgood; “Hope Scale” by R. Snyder adapted by K. Muzdybaev with the subsequent application of the method of semantic universals and factor analysis. Supposedly, in general, hope is perceived by students as a psychological resource, has positive connotation and can be endowed with characteristics of passivity. It is shown that the students’ semantic spaces of hope with both low and high level of dispositional hope reflect both a positive and negative emotional attitude to this phenomenon. The factor structure of ideas about hope of students with a high level of dispositional hope includes factors that reflect the notions of it as chaotic and passive. The factor structure of ideas about hope of students with a low level of dispositional hope contains factors that characterize it as an internal force that organizes and causes positive emotions. At the same time, hope in this group appears to be tense and passive. The applied aspect of the investigated problem can be used in further studies in the field of positive psychology.
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