Positive Thinking Skills and Their Relationship to Self-Efficacy Among Middle School Students

Document Type : Original research article

Authors

1 Master's Researcher - Department of Psychology - Faculty of women for Arts, Sciences, and Education - Ain Shams University

2 Professor of Educational Psychology - Faculty of women for Arts, Sciences and Education - Ain Shams University

3 Assistant Professor of Educational Psychology - Faculty of women for Arts, Sciences and Education - Ain Shams University

Abstract

The aim of the study was to explore the relationship between positive thinking skills and self-efficacy among a sample of middle school students. To verify the objectives, the following tools were developed: a scale for positive thinking skills among middle school students and a scale for self-efficacy among middle school students. The study sample consisted of two groups: a psychometric validation group (n=320) and a descriptive study group (n=350) (179) males and (171) females.14:15 year. The study results revealed no statistically significant differences between the sample members' average scores according to gender (males - females) in all dimensions and the total score on the positive thinking skills scale, with the exception of the positive imagination dimension, where there were statistically significant differences at a significance level of 0.05 in favor of females. There were statistically significant differences at a significance level of 0.01 between the sample members' average scores according to gender (males - females) in the dimensions and the total score on the self-efficacy scale in favor of males, with the exception of the moral self-efficacy dimension, where there were no statistically significant differences.

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