Examining the Impact of Positive Thinking on Problem-Solving Strategies among Students

Abstract

Optimism and constructive thought patterns are hallmarks of positive thinking that improves emotional and cognitive flexibility. The current study explored the impact of positive thinking on problem solving among students. A cross-sectional study design was used, and a convenient method of data collection was implemented. Using the Positive Thinking Scale (PTS) and Problem-Solving Inventory (PSI), this study investigated their association with problem-solving techniques among 250 undergraduate students (57.8% male, 42.2% female). A regression study confirmed that positive thinking was a predictor of problem-solving abilities (β =.34, *p* <.001, R² =.12), and a correlational design showed a significant positive association (*r* =.34, *p* <.01). Gender differences were not detected by independent samples *t*tests (*p* >.05). These results support Fredrickson's (2001) broaden-and-build theory and imply that encouraging optimistic thinking could help children become better problem solvers. There is also a discussion on the implications of educational initiatives.