Positive education emphasizes the role of hope
in student achievement and in buffering the effects of
students’ difficulties in school. In this study, we demonstrate
how internal and external loci-of-hope relate to students’
use of different learning strategies in school. We
asked 967 university students from four cities to answer the
locus-of-hope scales, cognitive strategy scales, and engager
collaborative learning scales. Separate regression analyses
of data from the four cities indicate that internal locus-ofhope
consistently predicted use of all three individual
learning strategies (except for rehearsal in the Manila
sample), whereas, external-peer locus-of-hope consistently
predicted use of collaborative learning strategies. The
findings extend previous findings on hope and learning by
showing how hope relates to the learning strategies adopted
by students. Moreover, the study extends theorizing about
hope in schools by showing how relational hopeful
thoughts that draw from shared agency with classmates are
associated with collaborative learning strategies.

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• Internal and External Loci-of-Hope Predict Use of Individual and Collaborative Learning Strategies: Evidence from University Students in Four Asian Cities