التفكير الايجابي وعلاقته بالتفاعل الصفي

Abstract

Abstract Study title: the relationship of positive thinking and classroom interaction among third year high school students in Medea. The current study amie to find out if there is q relationship between positive thinking and classroominteraction among third year high school students. The study was launched with the following questions: - is there a statistically significant correlation between positive thinking and class integration? - are there statistically significant differences in the use of positive thinking due to the variable of sex? - are there statistically significant differences in the class interaction scores due to the gender variable? - are there statistically significant differences in the use of positive thinking due to the variable of specialization? and to answer these questions, we put these hypotheses: - there are statistically significant differences in the use of positive thinking due to the variable of sex> -there are statistically significant differences in the class interaction scores due to the gender variable. - this study was applied on a sample of (234) students in the state of Medea in 2020, who were chosen randomly, using the descriptive correlational approach appropriate to the nature of the research based on the positive thinking scale of Abd al setter Ibrahim 2010, and the class interaction scale for fatiha Adri bat scale as tools for data collection. we discussed and conceptualized the results and came to the conclusion: - the presence of a statistically significant correlation between positive thinking and classroom interaction. - there were statistically significant differences in the use of positive thinking in favor of females. - there were no differences in the class interaction scores due to the sex variable. - there are differences in the use of positive thinking in favor of the discipline of literature and philosophy. Key words: positive thinking, class interaction.