Impact of Training on Positive Thinking for Improving Psychological Hardiness and Reducing Academic Stresses among Academically-late Students

Abstract

The current study investigated the impact of training on positive thinking in improving psychological hardiness and reducing academic stresses among students who are academically-late in Jordan. The study sample consisted of (28) male students in the seventh grade They were chosen by the intentional method and distributed randomly to an experimental group a control group of (14) students in each. The experimental group received (10) training sessions on positive thinking skills, and the control group did not participate in any training intervention. To achieve the objectives of the study, the psychological hardiness scale and the academic stress scale were used, and a set of positive thinking exercises was prepared by the researchers. The results of the study showed that there were statistically significant differences at the significance level (α = 0.05) between the mean scores of the experimental group and the control group in favor of the experimental group in improving psychological toughness and reducing academic pressures on the total score of the two scales. On sub-dimensions, it was recommended to employ positive thinking in situations Classroom instruction for its effectiveness in changing negative beliefs about many situations.