Volume 21, Issue 25 (8-2024)
JNIP 2024, 21(25): 1-10 |
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Chapati E, Najari M, Karimi Q. The Effectiveness of Positive Thinking Skills on Academic Flow and School Adjustment of Male Students of the Second Year of High School. JNIP 2024; 21 (25) :1-10
URL: http://jnip.ir/article-1-1190-en.html
URL: http://jnip.ir/article-1-1190-en.html
Master's student, Department of Psychology, Mahabad Branch, Islamic Azad University, Mahabad, Iran
Abstract: (604 Views)
Background and Purpose: The present study was conducted with the aim of determining the effectiveness of positive thinking skills on academic boredom and adaptation to school among male students of the second year of high school. Research method: The research method was semi-experimental with a pre-test-post-test design with a control group. The population under study in this research was all the students of the second period secondary schools in Bukan city in the academic year 2022-2023, 40 of them were selected by available sampling method and randomly assigned to two experimental and control groups (20 experimental and 20 control) . Then the experimental group was trained in positive thinking skills and the control group did not receive any intervention. Adaptation to school by Baker and Seriak (1984) and academic immersion by Martin and Jackson (2008) were used to collect data. Statistical tests (univariate and multivariate covariance analysis) and spss statistical software version 25 were used to analyze the data. Findings: The findings showed that positive thinking skill training is effective on academic boredom and adaptation to school for second year male secondary school students. Conclusion: According to the results obtained from this research, it is suggested that positive thinking skill training along with other psychological interventions be considered as one of the effective methods in improving academic boredom and increasing students' adaptation to school.
Type of Study: Research |
Subject:
Special
Received: 2024/11/6 | Accepted: 2024/08/31 | Published: 2024/08/31
Received: 2024/11/6 | Accepted: 2024/08/31 | Published: 2024/08/31
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