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IRCT20251129068145N8 IRCT 2026-10-15 Islamic Azad University - Ahvaz Branch The effect of positive thinking training on resilience, academic enthusiasm, and classroom silence of fifth-grade male elementary school students in Ramshir city in 1405 The effect of positive thinking training on resilience, academic enthusiasm, and classroom silence of fifth-grade male elementary school students in Ramshir city in 1405 2026-10-23 anticipated 40 Recruiting https://irct.ir/trial/93740 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Supportive, Randomization description: Male fifth-grade elementary school students in Ramshir will be selected using a multi-stage cluster sampling method. Following eligibility assessment and baseline measurements, eligible participants will be randomly allocated in a 1:1 ratio to the experimental and control groups using permuted block randomization with variable block sizes of 4 and 6. Allocation concealment will be maintained using sequentially numbered, opaque, sealed envelopes (SNOSE). The outcome assessor will remain blinded to participants’ group assignments, Blinding description: The study will be single-blinded. Due to the nature of the educational intervention, participants and the intervention provider cannot be blinded to group allocation. However, the outcome assessor will remain blinded to participants’ group assignments. N/A Educational and psychosocial factors in school-aged children. Intervention 1: Intervention group: The experimental group will consist of 20 fifth-grade male students. Participants will receive a structured positive thinking training program based on the Rashid (2009) protocol. The intervention will be delivered in eight weekly sessions, with each session lasting 45 minutes, in a school-based workshop format. The sessions will focus on positive emotions, identification and development of personal strengths, pleasure, commitment, forgiveness, gratitude, review of learned skills, and meaning. Assignments and practical exercises will be provided as appropriate throughout the intervention. Intervention 2: Control group: The control group will consist of 20 fifth-grade male students and will receive no intervention during the study period. Participants in both groups will undergo the same assessment procedures at the specified time points. 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 There is no further information.
public Dr. Zeinab Rahim Dashti
Islamic Azad University-Ahvaz Branch, Farhang Shahr, Golestan Highway, Ahvaz.
Ahvaz Iran (Islamic Republic of) ۶۱۳۴۹۳۷۳۳۳ +98 936 237 4309 rahimdashtizeynab@gmail.com Islamic Azad University - Ahvaz Branch scientific Dr. Zeinab Rahim Dashti
Islamic Azad University-Ahvaz Branch, Farhang Shahr, Golestan Highway, Ahvaz.
Ahvaz Iran (Islamic Republic of) ۶۱۳۴۹۳۷۳۳۳ +98 936 237 4309 rahimdashtizeynab@gmail.com Islamic Azad University - Ahvaz Branch Iran (Islamic Republic of) Male fifth-grade elementary school students in Ramshir County, aged 10–12 years. Low academic engagement, defined as a score at or below the cut-off point on the Academic Engagement Questionnaire by Fredericks et al. (2004). Low resilience, defined as a score at or below the cut-off point on the Connor-Davidson Resilience Scale (CD-RISC). No history of receiving concurrent psychological or educational interventions, including previous positive thinking training. Written informed consent from parents and assent from the students. 10 years 12 years Male Z55.9 Problems related to education and literacy, unspecified Behavior Behavior Intervention group: The experimental group will consist of 20 fifth-grade male students. Participants will receive a structured positive thinking training program based on the Rashid (2009) protocol. The intervention will be delivered in eight weekly sessions, with each session lasting 45 minutes, in a school-based workshop format. The sessions will focus on positive emotions, identification and development of personal strengths, pleasure, commitment, forgiveness, gratitude, review of learned skills, and meaning. Assignments and practical exercises will be provided as appropriate throughout the intervention. Control group: The control group will consist of 20 fifth-grade male students and will receive no intervention during the study period. Participants in both groups will undergo the same assessment procedures at the specified time points. Resilience. Timepoint: Resilience will be assessed at two time points: baseline (pre-test), before initiation of the intervention, and immediately after completion of the eight-session intervention (post-test). Method of measurement: Resilience will be assessed using the 25-item Connor–Davidson Resilience Scale (CD-RISC). Items are rated on a 5-point Likert scale, with total scores ranging from 25 to 125; higher scores indicate greater resilience. Academic engagement. Timepoint: Academic engagement will be assessed at two time points: baseline (pre-test), before initiation of the intervention, and immediately after completion of the eight-session intervention (post-test). Method of measurement: Academic engagement will be assessed using the 15-item Academic Engagement Questionnaire developed by Fredericks et al. (2004), covering behavioral, emotional, and cognitive engagement. Items are rated on a 5-point Likert scale, with higher scores indicating greater academic engagement. Classroom silence. Timepoint: Classroom silence will be assessed at two time points: baseline (pre-test), before initiation of the intervention, and immediately after completion of the eight-session intervention (post-test). Method of measurement: Classroom silence will be assessed using the 14-item Classroom Silence Questionnaire developed by Behnamfard et al. (2020). Items are rated on a 5-point Likert scale, with higher scores indicating a greater level of classroom silence. Islamic Azad University - Ahvaz Branch Approved 2026-09-22 Research Ethics Committees of Islamic Azad University - Ahvaz Branch Islamic Azad University-Ahvaz Branch, Farhang Shahr, Golestan Highway, Ahvaz. Ahvaz Khouzestan Iran (Islamic Republic of)