Determining the Theory of Planned Behavior’s Predictive Power on University Students' Positive Thinking

Background and Objective: One of the effective factors in improving the psychological state of students is positive thinking. The purpose of this study was to identify the factors influencing positive thinking behavior based on the theory of planned behavior in students. Materials and Methods: This cross-sectional study was performed on 632 undergraduate students using multistage sampling. Data were analyzed using SPSS software version 22 and inferential statistics (Chi-square, Pearson correlation, One-Way ANOVA, Independent samples t-test, linear regression). Results: The mean (± standard deviation) of positive thinking was 20.28 (± 3.29). According to the results, 60% of students had high positive thinking, 28% had moderate positive thinking and 2% had weak positive thinking. Results of linear regression showed that attitude, subjective norms, perceived behavioral control, behavioral intention, and positive thinking behavior were able to predict 26% of the variances for positive thinking scale, and constructs of perceived behavioral control and attitude had the most impact on predicting positive thinking (P<0.001). Conclusion: Based on the results, the theory of planning behavior can be used as an appropriate theory for conducting educational and interventions programs in the field of positive thinking. Also, constructs of perceived behavioral control and attitude had the most impact on predicting students' positive thinking, and it is necessary to pay more attention to these issues in educational programs.