Assessed in the present study were the contributions of variables thought to be related to positive expectations for the future in a sample of inner-city sixth-grade through eighth-grade students. Students completed self-report measures in September and June. At each time point, higher levels of positive expectations for the future were related to lower levels of problem behaviors and peer negative influences and to higher levels of school involvement, internal resources, and social support. In prospective analyses, higher levels of Time 1 problem behaviors and peer negative influences predicted decreases over 9 months in positive expectations for the future; higher levels of family support and problem-solving efficacy predicted increases over 9 months in positive expectations for the future. These findings have implications for further prospective research as well as for designing resilience-promoting prevention programs for at-risk youth.
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