Curriculum Development of Hope for Higher Education

The purpose of this study was to design a psychological capital curriculum consist of hope for Iranian higher education.
The research methodology was qualitative content analysis of deductive category system. The research domain consisted of all sources, articles, and printed and digital books related to psychological capital and a purposive sampling method was used. Instruments were the researcher made notes and tables used to record items, elements, and components of the psychological capital. For validity, the views of the supervisors, counselors and experts in the field of curriculum and educational psychology were used. Data analysis was conducted through subject coding.
Findings: The findings were derived from 66 conceptual codes that were categorized into 11 components and according to hope. To validate the model of psychological capital curriculum, 11 experts from the field of curriculum and educational psychology contributed using Lawshe coefficient, with components below 62%, 2 components were deleted. Research the results showed that the identified targets for Hope included 5 components: realistic objectives, self-consciousness, self-control, emotion control skill, and optimal excitation ability. The obtained content in curriculum of psychological resources related to Hope included 4 components: developing innovative ways toachieve goals ,self-discipline learning how to manage your own,Training and planning and excitement ,Approaches to the continuous education of ways of thinking. The results also identified 4 components for teaching methods of Hope: educational support method, seif-reliance, problem solving methods. For evaluation of Hope, we identified 3 components: Evaluation of establish and pursue the goals, Ability to measure creativity with different tools., Assessment of power and perseverance. The results obtained in each of the dimensions of the psychological capital were divided into the curriculum elements including goals, content, method and evaluation as a final model. The present study, as a model for designing a curriculum for psychological capital for Iranian scholars and planners of higher edrucation, allows understanding and applying the elements of the curriculum to develop psychological capital in students.