Comparing the effectiveness of teaching positive thinking and emotional self-regulation skills on the level of creativity of second year secondary school students in Tehran

 Comparing psychodynamic approaches for better effectiveness is one of the topics of interest to researchers; In this regard, the aim of this research is to compare the effectiveness of teaching positive thinking skills and emotional self-regulation on the creativity of students.

 The research method is semi-experimental with a pre-test and post-test design with a control group. The statistical population was the students of girls' high schools of the second level in Tehran. The statistical sample of this research includes 45 female students with positive thinking skills (15 people), emotional self-regulation (15 people) and the control group (15 people). Sampling method was available. The research tool was Abedi's creativity questionnaire. Data analysis was done using descriptive and inferential statistics, including mean and standard deviation, covariance analysis, and multivariate repeated measurement analysis test using SPSS version 25 software.

  The results showed that in both test groups, the average scores related to creativity in the post-test stage were significant compared to the pre-test, and this increase continued for both groups until the follow-up stage (P≤0.05).

 It seems that the skills of positive thinking and emotional self-regulation have an effect on all the components of students' creativity.