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

Studying the effectiveness of positive thinking skills training on behavioral flexibility, aggression, and academic self-efficacy of aggressive fifth-grade male students

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20260514069401N1

Enrollment

Registered

2026-05-18

Start date

2026-06-10

Completion date

Unknown

Last updated

2026-06-01

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Aggression. Violent behavior

Interventions

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, interventi

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

Eligibility

Sex/Gender

Male

Age

10 Years to 11 Years

Inclusion criteria

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

Exclusion criteria

Exclusion criteria: Unwillingness to participate in research, Participating in other psychotherapy sessions at the same time as the research

Design outcomes

Primary

Measure	Time frame
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).;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).	—

Measure

Time frame

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).;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).

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactMohsen Izadi

Islamic Azad University

mohsenizadi9877@gmail.com+98 61 3552 8291

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Jun 11, 2026