The Effectiveness of the Positive Thinking Training on Academic Optimism and Negative Achievement Emotions in Ninth Grade Female Students of Masjed Soleiman

Abstract

Students are considered the main assets of every country and have a special status, and the final product of an education system are students who have been educated. The present research aimed to examine the effectiveness of the positive thinking training on academic optimism and negative achievement emotions in ninth-grade female students in Masjed Soleiman. The present research was quasi-experimental with pre-test, post-test, and a control group. The statistical population consisted of all ninth-grade female students in Masjed Soleiman. The statistical samples consisted of 30 students selected using the availability sampling from the statistical population, and 15 were randomly assigned to either the experimental or the control group. Research instruments included the Achievement Emotions Questionnaire (AEQ) and Academic Optimism Questionnaire. The data were analyzed using ANCOVA and MANCOVA and via SPSS-26. The experimental group received eight sessions of 90 minutes (one session per week), while the control group received none. The multivariate analysis of covariance and univariate analysis of covariance showed that positive thinking training had increased academic optimism and reduced negative achievement emotions in ninth-grade female students in Masjed Soleiman continued in the 1.5-month follow-up phase.