چکیده:
The main purpose of this study was to evaluate the effectiveness of teaching positive thinking skills on students' negative emotions and perfectionism. The present study was experimental. The statistical population of this study was all high school female students in the city of Fereydunkenar in the academic year of 2017-2018. The research sample consisted of 30 high-perfectional students who were randomly selected. These 30 subjects were divided into two experimental and control groups, which were considered for 13 sessions of 90 minutes for teaching positive thinking skills. Two questionnaires were used for data collection. The obtained data were used using covariance analysis. The results showed that teaching positive thinking skills was effective in reducing the negative emotion and perfectionism among female students (P <0.01). As a result, this approach can be used as a method in schools to improve the mental status of students.
خلاصه ماشینی:
Therefore, based on the above purpose, the following hypothesis is formed: Positive training for thinking skills is effective on reducing academic procrastination of female students (getting ready for examination, home work, tasks as well as for final term articles).
According to the content of this research, it seeks to answer the question of whether the teaching of positive thinking skills affects students' negative emotions and perfectionism.
Subsequently, by filling out the questionnaires, students who scored below the cut-off point were selected as the prototype and based on the tendency to participate in the research, 30 individuals were randomly selected and replaced in two groups At the beginning, with the receipt of a letter from the university, I would refer to the Education Department and after coordination with the Directorate of Administration, after identifying the experimental and control groups and performing the pre-test for the two groups, the training program of positive thinking skills as a trial in 13 sessions of 90 minutes weekly to the experimental group while the control group continued to normal programs.
Multivariate covariance analysis of group effect on the studied variables as a combination {مراجعه شود به فایل جدول الحاقی} Table 3 shows the effect of teaching positive thinking skills on the dependent variable.
Minor hypothesis: Teaching positive thinking skills affects students' negative emotions.
550; p This means that the effect of teaching positive thinking skills on students' negative emotions was significant.
According to the results, teaching positive thinking skills has reduced students' negative emotions.