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The Effectiveness of Positive Thinking Training on Aacademic Engagement and Development of Social Skills of Elementary Students
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Sadegh Ahmadi *    1, Zahra Ramezani Ghahderijani2 , Alireza Beigirad3 , Fateme Ansari4 , Davoud Tahmaseb-Zadeh Sheikhlar5 |
1- Faculty of Education and Psychology, Tabriz University, Iran
2- Karaj Branch, Islamic Azad University, Karaj, Iran
3- Faculty of Psychology and Educational Sciences, Yazd University, Iran
4- Ashtian Branch, Islamic Azad University, Ashtian, Iran
5- Department of Education, Faculty of Education and Psychology, University of Tabriz, Iran |
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Abstract: (348 Views) |
Background and Purpose: Academic success in kids is significantly influenced by two crucial factors: academic engagement and the acquisition of social skills. Hence, the primary objective of this research endeavor was to assess the efficacy of positive thinking training in enhancing academic engagement and fostering social skills among elementary students.
Method: The present study employed a quasi-experimental design, specifically a pre-test and post-test design, with the inclusion of a control group. The statistical population comprised all sixth-grade students enrolled in primary schools within the city of Baharistan during the academic year 2018-2019. A total of 30 students were selected via cluster sampling and subsequently divided into two groups, namely the experimental group and the control group, each consisting of 15 individuals. The study utilized research instruments such as the Social Skills questionnaire (Karamti, 2016) and Academic Engagement questionnaire (Fredericks et al., 2004). These questionnaires were provided to both the control and experimental groups before and after undergoing positive thinking skills training. The experimental group participants underwent a series of 14 sessions, each lasting 60 minutes, during which they received positive thinking training. In contrast, the control group did not get any form of training. The data analysis was conducted using SPSS version 22 software, employing a multivariate analysis of covariance test with a significance level of α=0.05.
Results: The findings indicate a statistically significant difference in the mean scores of social skills and academic engagement between the experimental and control groups during the post-test phase. Specifically, the experimental group exhibited higher levels of social skills and academic engagement compared to the control group (P<0.01).
Conclusion: According to the findings of this study, the implementation of positive thinking skills in education facilitates enhanced self-awareness and curiosity among students. This approach also promotes the recognition and appreciation of positive experiences, leading to improved adaptive abilities and academic motivation. |
Article number: 5 |
| Keywords: Positive thinking, social skills, academic engagement |
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Full-Text [PDF 1369 kb]
(205 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2020/07/25 | Accepted: 2020/08/31 | Published: 2023/09/23
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