إسهام التفكير الإيجابى في التنبؤ بالصمود الأكاديمى لدى طلاب كلية التمريض بجامعة سوهاج

Abstract EN

The present study examined the relationship between positive thinking and academic resilience.

The study also examined the differences between males and females in both of positive thinking, and academic resilience.

In addition, the study examined the possibility of predicting academic resilience through positive thinking.

The sample of this study consists of (190) from university students.

The age of participants ranged from (20-24 years) with average (21.96) and standard deviation (.69).

Findings of the current study showed that there is a significant relationship between positive thinking and academic resilience.

The results of ANOVA indicated that there are no differences between males and females in positive thinking and its dimensions except of emotional control and control of higher cognitive processes, and acceptance of differences among others; there are significant differences for males.

The findings also showed that there are no differences between males and females in academic resilience.

The results of stepwise multiple regression showed that the dimensions of positive thinking: optimism and positive expectations, emotional control and control of higher cognitive processes, and acceptance of differences among others can be a predictor of perseverance dimension.

In addition, the dimensions of positive thinking: optimism and positive expectations, emotional control and control of higher cognitive processes can be a predictor of predictor of adaptive help-seeking.

Finally, In addition, the results of stepwise multiple regression showed that the dimensions of positive thinking: optimism and positive expectations, and unconditional self-acceptance can be a predictor of predictor of negative affect and emotional response.