The effectiveness of positive thinking training on emotional maturity and perception of competence in single-parent female students of fifth grade

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Psychology, Payam Noor University, Tehran, Iran.

2 M.A of Psychology, Payam Noor University, Tehran, Iran.

3 M.A, general Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

10.22098/jsp.2024.11843.5433

Abstract

Objective: The aim of the current research was the effectiveness of positive thinking training on emotional maturity and perception of competence in fifth-grade single-parent female students.
Methods: This research was conducted as a semi-experimental method with a pre-test-post-test design with an experimental and control group. The statistical population of the research includes all single-parent female students of fifth grade in Mahabad city who were studying in schools in the academic year 1400-1401. The sampling method in the present study was a simple random sampling in which 8 people were in the experimental group and 8 people were in the control group, and the experimental group received positive thinking skills training during 10 1-hour sessions. The instruments used in the present study were the Self- Perception Profile for Children (Harter, 1982) and the Emotional maturity scale(Singh and Bhargav, 1991). The data were analyzed using the analysis of the covariance test.
Results: The results of covariance analysis for the effect of positivity-based therapy training on emotional maturity and perception of competence in students in groups in the post-test phase and after controlling for the pre-test effect showed that the difference between the two groups in the post-test is significant and the effect size (Eta square) for emotional maturity and perception of competence was 0.497 and 0.670, respectively.
Conclusion: Accordingly, it can be concluded that teaching positive thinking skills has an effect on emotional maturity and increases the perception of competence in female students.

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Journal of School Psychology
Volume 13, Issue 3
October 2024

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