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IRCT20250624066247N1 IRCT 2025-07-21 Islamic Azad University Studying the effectiveness of teaching positive thinking skills on psychological well-being, action flexibility, rumination and quality of academic life of 7th grade female students Studying the effectiveness of teaching positive thinking skills on psychological well-being, action flexibility, rumination and quality of academic life of 7th grade female students 2025-07-23 anticipated 40 Complete https://irct.ir/trial/84441 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Other, Purpose: Education/Guidance, Randomization description: Using multi-stage random sampling method, first from 4 education districts, 1 district was selected by simple random sampling, and from that district, 10 girls' junior high schools were selected by simple random sampling (lottery) and a seventh grade class was selected from each school by simple random sampling. A total of 10 classes were selected, and 241 people answered the questionnaires of psychological well-being, functional flexibility, rumination, and academic quality of life. Finally, 40 of them who scored lower than 45 in the psychological well-being questionnaires; lower than 49 in functional flexibility; higher than 56 in rumination, and lower than 116 in academic quality of life were considered as the sample of the present study. Then, they were divided into two groups of 20 people (experimental group and control group) by simple random sampling and assigned. N/A Positive Thinking Skills on Psychological Well-Being, Functional Flexibility, Rumination, and Quality of Life. Intervention 1: Intervention group:Using multi-stage random sampling method, first from 4 education districts, 1 district was selected by simple random, and from that district, 10 girls' junior high schools were selected by simple random (drawing lots) and from each school, a seventh grade class was selected by simple random. A total of 10 classes were selected, and 241 people answered the questionnaires. Finally, 40 people who met the required scores were considered as the sample of the present study. Then, they were divided and assigned to two groups of 20 people (experimental group and control group) by simple random.After forming the groups, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly.People in the experimental groups participated in training courses for about 1 and a half months. The experimental group received positive thinking skills training in 8 90-minute sessions, two sessions per week. After completing the training course, the experimental group was re-assessed using questionnaires that measured the variables as a post-test. In addition, after one month, the two groups were re-assessed in the follow-up phase with the dependent variables. Intervention 2: Using multi-stage random sampling method, first from 4 education districts, 1 district was selected by simple random, and from that district, 10 girls' junior high schools were selected by simple random (drawing lots) and from each school, one seventh grade class was selected by simple random. A total of 10 classes were selected, and 241 people answered the questionnaires. Finally, 40 people who met the required scores were considered as the sample of the present study. Then, they were divided and assigned to two groups of 20 people (experimental group and control group) by simple random. After forming the groups, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. People in the experimental groups participated in training courses for about 1 and a half months. The experimental group received positive thinking skills training in 8 90-minute sessions, two sessions per week. Also, no intervention was carried out for the control group. However, to prevent threats to the internal validity of the test, the control group was promised that positive thinking skills training would be implemented for them after the end of the study. This was done. After the end of the training period, the control group was re-assessed with questionnaires used to measure variables as a post-test. In addition, after one month, the two groups were re-assessed in the follow-up phase with the dependent variables. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is Due to the lack of writing the article, which is a necessary condition for publishing the data; and due to the busy workday and night hours, I have not yet made a definitive decision on when to publish the data. Thank you.
public Elmira Hoveyzeh
Unit 3, Ofogh Residential Complex, Radio and Television Station Street 12, End of Shamshad Street 12, Residential Complex, Baharestan
Ahvaz Iran (Islamic Republic of) 6138643849 +98 61 3333 3333 elmirahovaze@gmail.com Islamic Azad University scientific Elmira Hoveyzeh
Unit 3, Ofogh Residential Complex, Radio and Television Station Street 12, End of Shamshad Street 12, Residential Complex, Baharestan
Ahvaz Iran (Islamic Republic of) 6138643849 +98 61 3333 3333 elmirahovaze@gmail.com Islamic Azad University Iran (Islamic Republic of) Not participating in other psychotherapy sessions for at least one month before the study Being a volunteer to participate in the study Not having a serious physical or mental illness 12 years 13 years Female Absence of more than two sessions Participation in other psychological training sessions Unwillingness to continue treatment F41.8 Other specified anxiety disorders Lifestyle Lifestyle Intervention group:Using multi-stage random sampling method, first from 4 education districts, 1 district was selected by simple random, and from that district, 10 girls' junior high schools were selected by simple random (drawing lots) and from each school, a seventh grade class was selected by simple random. A total of 10 classes were selected, and 241 people answered the questionnaires. Finally, 40 people who met the required scores were considered as the sample of the present study. Then, they were divided and assigned to two groups of 20 people (experimental group and control group) by simple random.After forming the groups, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly.People in the experimental groups participated in training courses for about 1 and a half months. The experimental group received positive thinking skills training in 8 90-minute sessions, two sessions per week. After completing the training course, the experimental group was re-assessed using questionnaires that measured the variables as a post-test. In addition, after one month, the two groups were re-assessed in the follow-up phase with the dependent variables. Using multi-stage random sampling method, first from 4 education districts, 1 district was selected by simple random, and from that district, 10 girls' junior high schools were selected by simple random (drawing lots) and from each school, one seventh grade class was selected by simple random. A total of 10 classes were selected, and 241 people answered the questionnaires. Finally, 40 people who met the required scores were considered as the sample of the present study. Then, they were divided and assigned to two groups of 20 people (experimental group and control group) by simple random. After forming the groups, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly. People in the experimental groups participated in training courses for about 1 and a half months. The experimental group received positive thinking skills training in 8 90-minute sessions, two sessions per week. Also, no intervention was carried out for the control group. However, to prevent threats to the internal validity of the test, the control group was promised that positive thinking skills training would be implemented for them after the end of the study. This was done. After the end of the training period, the control group was re-assessed with questionnaires used to measure variables as a post-test. In addition, after one month, the two groups were re-assessed in the follow-up phase with the dependent variables. Positive thinking skills. Timepoint: After forming the groups, the subjects were led to special rooms and were given questionnaires to measure the variables as a pre-test and were assured that the answers they gave would remain confidential. They were asked to answer the questions confidently and honestly.People in the experimental groups participated in training courses for about 1 and a half months. The experimental group received positive thinking skills training in 8 90-minute sessions, two sessions per week. Also, no intervention was carried out for the control group. However, to prevent threats to the internal validity of the test, the control group was promised that positive thinking skills training would be implemented for them after the end of the study. This was done. After the end of the training period, both the experimental and control groups were re-assessed with questionnaires to measure the variables as a post-test. In addition, after one month, the two groups were re-assessed in the follow-up phase with the dependent variables. Method of measurement: Research instruments will include: Riff's Psychological Well-Being Questionnaire (1989); Connor and Davidson's Functional Flexibility Questionnaire (2003); Nolen-Hoeksma and Maru's Rumination Questionnaire (1991); and Inley and Burke's Quality of Academic Life Questionnaire (1992). Islamic Azad University Approved 2025-05-15 Ethics Committee of Islamic Azad University of Ahvaz Branch Opposite Keshavarz Street, Farhang Shahr, Golestan Highway Ahvaz Khouzestan Iran (Islamic Republic of)