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Associate Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran. E-mail: yousefy650@yahoo.com , yousefy650@yahoo.com
Abstract: (36 Views)
Background: In recent years, research has emphasized school belonging and social skills as fundamental factors in students’ personal development and academic performance. School belonging strengthens students' sense of connection and engagement with their educational environment, while social skills help them form positive relationships with peers and teachers. Training in positive thinking skills can play a significant role in enhancing these aspects. However, a research gap exists due to a lack of studies directly examining the effects of positive thinking on school belonging and social skills, especially among elementary school students in cities like Ardabil.
Aims: This study aimed to investigate the impact of positive thinking skills training on school belonging and social skills among elementary school students in Ardabil.
Methods: The research employed a quasi-experimental pre-test, post-test design with a control group and a 3-month follow-up. The study population included all second-cycle elementary female students (4,945 individuals) in Ardabil during the 2023-2024 academic year. Using cluster random sampling, 60 students were selected as participants and randomly assigned to two groups: an experimental group (n= 30) and a control group (n= 30). Data were collected using the Social Skills Questionnaire (Matson, 1983) and the School Belonging Scale (Barry et al., 2005). Data analysis was performed using repeated-measures ANOVA in SPSS 24.
Results: Results showed that positive thinking skills training significantly increased school belonging among elementary students (p< 0.01). Additionally, positive thinking training was effective in improving social skills (p< 0.01), and the impact remained stable over the 3-month period (p< 0.01).
Conclusion: Given the findings, positive thinking skills training can be considered as a preventive program for students experiencing academic and emotional challenges or as an intervention program aimed at reducing harm among children and adolescents, especially by therapists and counselors.
Aims: This study aimed to investigate the impact of positive thinking skills training on school belonging and social skills among elementary school students in Ardabil.
Methods: The research employed a quasi-experimental pre-test, post-test design with a control group and a 3-month follow-up. The study population included all second-cycle elementary female students (4,945 individuals) in Ardabil during the 2023-2024 academic year. Using cluster random sampling, 60 students were selected as participants and randomly assigned to two groups: an experimental group (n= 30) and a control group (n= 30). Data were collected using the Social Skills Questionnaire (Matson, 1983) and the School Belonging Scale (Barry et al., 2005). Data analysis was performed using repeated-measures ANOVA in SPSS 24.
Results: Results showed that positive thinking skills training significantly increased school belonging among elementary students (p< 0.01). Additionally, positive thinking training was effective in improving social skills (p< 0.01), and the impact remained stable over the 3-month period (p< 0.01).
Conclusion: Given the findings, positive thinking skills training can be considered as a preventive program for students experiencing academic and emotional challenges or as an intervention program aimed at reducing harm among children and adolescents, especially by therapists and counselors.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)