The aim of the present study was to evaluate the effectiveness of group-based positive thinking training on social adjustment and reduction of interpersonal sensitivity of students with mathematical disorders. This study was semi-experimental with pretest, posttest design and a control group. The statistical population of the study included all 13-15-year-old students with mathematical disorder who were referred to the educational and clinical centers of Karaj in the 2018-19 academic year. From among the statistical population, 30 students were selected by available sampling method and were randomly assigned to two experiment groups (15 people) and a control group (15 people). The research tools included Key Math Test (Connolly, 1988), California Social Adjustment Subscale (Thorpe, Clark, & Tiegs, 1989), Interpersonal Sensitivity Scale (Boyce and Parker, 1989), and Positive Thinking Training. Positive thinking was presented to the experiment group in 10 75-minute sessions; while the control group did not receive it. The research data were analyzed using multivariate analysis of covariance. The results of post-test research findings showed that positive thinking training was effective in improving social adjustment and reducing the interpersonal sensitivity of the experiment group (P <0.005). Based on the results of this study, it is suggested that positive thinking training be considered as one of the effective methods in improving social adjustment and reducing students' interpersonal sensitivity with mathematical disorder.
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