INTRODUCTION Feeling hopeful is an important condition for adolescents' health, well-being, and educational success and attainment, yet limited research has examined hope at different ages throughout adolescence. Information regarding hope levels across grade could help educators know when to capitalize on goal-setting behaviors, and when to intervene should hope levels be low. Additionally, hope could help with the middle to high school transition because it presents opportunities and challenges, including school-related stress, as students adjust to new environments and expectations. METHODS To investigate hope levels across adolescence, inter- and intra-personal analyses examined hope levels across grade-level in two cohorts of southwestern U.S. students (n = 1,018, 6th-10th grade students, 47% female, 55% White/45% non-White, (predominately Latinx)). The study used online self-report surveys to collect data. Next, longitudinal regression analyses across one year investigated relations of school stress and hope, and hope and achievement across the transition to high school. RESULTS Students in both cohorts reported relatively stable hope levels from 6th to 10th grade, except for large decreases in hope during 8th grade, which recovered during 9th grade. For longitudinal analyses across the high school transition, student stress about school performance primarily influenced 8th graders who had relatively low hope. Eighth grade hope predicted 9th grade academic achievement. CONCLUSION Findings regarding hope across adolescence show that hope is similar across grade, except for a large decrease in hope that may occur before the transition to high school. Longitudinal analyses showed that school performance stress may contribute to this decrease but may also assist in hope recovery after the transition. Findings support educational practices and policies that target student hope before the high school transition to potentially buffer student stress and promote high school achievement.

中文翻译：

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青春期和向高中过渡的希望水平：与学校压力和成就的关联。

引言 充满希望是青少年健康、幸福以及教育成功和成就的重要条件，但有限的研究对整个青春期不同年龄段的希望进行了研究。有关跨年级希望水平的信息可以帮助教育工作者知道何时利用目标设定行为，以及何时应该干预希望水平较低。此外，希望可以帮助中学到高中的过渡，因为随着学生适应新的环境和期望，它带来了机遇和挑战，包括与学校相关的压力。方法 为了调查青春期的希望水平，人际分析和个人内部分析检查了美国西南部两组学生（n = 1,018，6-10 年级学生，47% 女性，55% 白人/45%）跨年级的希望水平非白人，（主要是拉丁语））。该研究使用在线自我报告调查来收集数据。接下来，一年的纵向回归分析调查了学校压力与希望以及过渡到高中期间的希望与成就的关系。结果 两个队列的学生都报告了从 6 年级到 10 年级的相对稳定的希望水平，除了 8 年级的希望大幅下降，但在 9 年级恢复。对于整个高中过渡的纵向分析，学生对学校表现的压力主要影响了希望相对较低的 8 年级学生。八年级希望预测了九年级的学业成绩。结论 关于青春期希望的调查结果表明，希望在不同年级是相似的，除了在过渡到高中之前可能发生的希望大幅下降。纵向分析表明，学校表现压力可能会导致这种下降，但也可能有助于过渡后的希望恢复。调查结果支持在高中过渡之前针对学生希望的教育实践和政策，以潜在地缓冲学生压力并促进高中成绩。