Positive Thinking and Its Relationship with Emotion Regulation among Students at the Faculty of Arts and Sciences in Suluq: A Descriptive Correlational-Comparative Study
DOI:
https://doi.org/10.65420/hhq48p42Keywords:
positive thinking, emotion regulation, university students, demographic differences, LibyaAbstract
This study aimed to determine the levels of positive thinking and emotion regulation among students at the Faculty of Arts and Sciences in Suluq, examine the direction and strength of the association between the two constructs, and test differences by gender, academic specialization, and marital status. A descriptive correlational-comparative design was adopted. The study population comprised 1,195 students according to the Faculty Registrar's statistics for the second semester of the 2025–2026 academic year, while a simple random sample of 200 students was drawn. Two researcher-developed 27-item measures with three-point Likert responses were used, yielding Cronbach's alpha coefficients of .84 and .82 for positive thinking and emotion regulation, respectively. Results indicated that positive thinking was low (M = 38.00, SD = 6.53), significantly below the theoretical midpoint of 54, t (199) = −34.65, p < .001, d = −2.45. Emotion regulation was also low (M = 41.80, SD = 7.40), t (199) = −23.32, p < .001, d = −1.65. A moderate, statistically significant positive correlation was found between positive thinking and emotion regulation, r(198) = .52, p < .001. No statistically significant differences were found in either variable by gender, academic specialization, or marital status. The study recommended designing counseling programs targeting the enhancement of positive thinking and emotion regulation skills among the faculty's students.
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References
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ثانياً: المراجع الأجنبية
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