Abstract:

Objectives: Recent developments in positive psychology emphasize leveraging individual strengths to improve personal and academic outcomes. This study aimed to evaluate the effectiveness of structured group training in positive thinking on enhancing self-esteem and self-efficacy among male secondary school students in Javanrood.

Methods: Employing a quasi-experimental design with a pretest-posttest control group, the study involved 30 first-year male students selected through multistage random cluster sampling from the 2024–2025 academic year. Participants were randomly assigned to either an experimental group (n = 15) receiving the intervention or a control group (n = 15). Instruments included Sherer’s Self-Efficacy Scale and Coopersmith’s Self-Esteem Inventory. The experimental group participated in 8 sessions of positive thinking skills training, each lasting 90 minutes and conducted twice weekly. Post-intervention, the control group received the same training. Data were analyzed using analysis of covariance (ANCOVA) via SPSS-21 to control for pretest differences.

Results: The ANCOVA results indicated that students who participated in the positive thinking training showed statistically significant improvements in both self-esteem and self-efficacy compared to the control group. These findings suggest that structured positive thinking interventions can effectively foster psychological resilience and personal competence in adolescent males.

Conclusion: Implementing positive thinking group training in school settings can serve as a practical and evidence-based approach to promote students' mental health, self-confidence, and academic performance. These interventions can be integrated into school counseling programs to support holistic student development.