Investigating the Effect of Teaching Positive Thinking Skills on Students' Psychological Variables

INTERVENTION: Intervention 1: Intervention group: Positive thinking skills. Duration of each session: 60 minutes; Total number of sessions: 8 sessions; Sequence of sessions: twice a week; Tools: guided discourse, mindfulness exercises, cognitive restructuring, positive visualization, constructive problem solving. Session content: Session 1: Introduction to positive thinking, intervention logic, pre‐test. Session 2: Identification of negative thoughts and cognitive errors. Session 3: Cognitive restructuring; replacing negative thoughts with positive and realistic thoughts. Session 4: Mindfulness exercises to reduce emotional reactions. Session 5: Positive visualization to boost self‐confidence and imagine success. Session 6: Coping with stress and failure, constructive problem solving training. Session 7: Training in assertiveness and positive communication skills. Session 8: Summary, review of skills, final suggestions, post‐test and determining follow‐up time. Intervention 2: Control group: The control group will not receive any intervention during the research, but to prevent factors that threaten the internal validity of the research, such as compensatory competition from the control group or demoralization, they will be assured that they will receive positive thinking skills training in the next session (after data collection). CONDITION: Aggression. ; Violent behavior R45.6 PRIMARY OUTCOME: Academic Self‐Efficacy. Timepoint: 1. Pre‐test (before the start of the intervention) 2. Post‐test (immediately after the end of the intervention period) 3. One‐month follow‐up after the intervention. Method of measurement: The variable will be measured using the academic self‐efficacy questionnaire of Zajakova et al. (2005). Action Flexibility. Timepoint: 1. Pre‐test (before the start of the intervention) 2. Post‐test (immediately after the end of the intervention period) 3. One‐month follow‐up after the intervention. Method of measurement: The variable will be measured using the Connor and Davidson (2003) Functional Flexibility Questionnaire. Aggression. Timepoint: 1. Pre‐test (before the start of the intervention) 2. Post‐test (immediately after the end of the intervention period) 3. One‐month follow‐up after the intervention. Method of measurement: The variable will be measured using the Ahvaz Aggression Inventory by Zahedifar et al. (1990). INCLUSION CRITERIA: Fifth grade male students Obtaining a score one standard deviation above the mean in aggression Informed consent of the student's parents to participate in the research