The Effectiveness of Positive Thinking Training on Mathematics Self-Efficacy among Lower Secondary School Students in Behbahan

Document Type : Research Paper

Authors

1 Master;s degree in Educational Management, Behbahan Branch, Islamic Azad University, Behbahan, Iran

2 Assistant Professor, Department of Educational Management, Behbahan Branch, Islamic Azad University, Behbahan, Iran

10.48310/basic.2025.4574

Abstract

The present study aimed to examine the effectiveness of positive thinking skills training on the math self-efficacy of students. In terms of purpose, this research was applied, and in terms of methodology, it followed a quasi-experimental design with a pretest-posttest control group. The statistical population consisted of all first-grade high school students in Behbahan during the 2023-2024 academic year. Using multistage cluster sampling, a sample of 30 students (15 in the experimental group and 15 in the control group) was selected. Data were collected using the Positive Thinking Skills Training Package, derived from the book Me and My Thoughts by Mana Chamzadeh Ghonavat, and the Math Self-Efficacy Scale by Midgleton and Migley (1997). The experimental group underwent an 8-session intervention, each lasting 75 minutes. Data were analyzed using multivariate and univariate analysis of covariance (ANCOVA). The results indicated that positive thinking training significantly increased math self-efficacy (F = 16.42) among first-grade high school students in Behbahan. Additionally, positive thinking training had a significant effect on the components of academic persistence (F = 21.80), math self-efficacy (F = 52.36), and cognitive engagement (F = 10.61). It was concluded that positive thinking training effectively enhances students' math self-efficacy (p < 0.05).

Keywords

Research in Science Education
Volume 11, Issue 38
January 2030
Pages 73-83

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