AN EXAMINATION OF POSITIVE THINKING SKILLS IN TERMS OF PERSONALITY TYPES, AUTOMATIC THINKING, SOCIAL RELATIONSHIP, AND PROBLEM-SOLVING VARIABLES

Authors

  • İsmail Gelen Prof. Dr., Faculty of Education, Department of Curriculum and Instruction, Ondokuz Mayıs University, Samsun, Türkiye orcid.org/0000-0001-6669-8702
  • Emel Birlik Ministry of Education, Bitlis Special Education Kindergarten Teacher, Bitlis, Türkiye orcid.org/0009-0000-4682-3588

DOI:

https://doi.org/10.46827/ejae.v11i2.6978

Keywords:

positive thinking skills, personality types, automatic thoughts, social relationships, problem-solving skills

Abstract

The rapidly developing science and technology in our world directly affect the human mind, making the development of higher-order thinking skills essential. Today’s educational approaches place the student at the center of all processes, aiming to develop cognitive skills to the highest level. In this context, positive thinking skills play a key role in individuals' happiness and success in life. This research aims to examine positive thinking skills in terms of personality types, automatic thoughts, social relationships, and problem-solving variables. The research method is designed as a descriptive research type within the survey field research model. The population of the study consists of all high school students in Turkey, while the study population consists of high school students in the province of Samsun. Sampling was conducted in 17 districts of Samsun province, ensuring maximum diversity by including Science High Schools, Anatolian High Schools, Anatolian Imam Hatip High Schools, and Vocational/Technical High Schools, based on population and school diversity. In line with the research objective, the Positivity Scale, Personality Type Scale, Automatic Thoughts Scale, Social Relationships Elements Scale, and Problem-Solving Scale were administered to 2354 students. The permissions have been obtained from the scale owners for the scales used. Statistical analyses of the obtained data were performed using the SPSS statistical program. Total scores on the positivity, personality types, automatic thoughts, social relationships, and problem-solving skills scales showed significant differences according to the district type variable, but not according to the grade level. Total scores on the positivity, automatic thoughts, social relationships, and problem-solving skills scales showed significant differences according to the high school type variable. Total scores on the positivity, personality types, automatic thoughts, social relationships, and problem-solving skills scales showed significant differences according to the gender variable. The mean total score of the positivity scale showed a significant difference compared to the mean total scores of the personality types, automatic thoughts, social relationships, and problem-solving skills scales.

Author Biographies

  • İsmail Gelen, Prof. Dr., Faculty of Education, Department of Curriculum and Instruction, Ondokuz Mayıs University, Samsun, Türkiye orcid.org/0000-0001-6669-8702

    İsmail Gelen is a Professor Dr. in the field of Curriculum and Instruction. His primary research interests include 21st-century skills, thinking education, values education, teacher education, instructional principles and methods, curriculum development, and curriculum evaluation. He has contributed to scientific studies by undertaking academic roles across many continents beyond Türkiye. He has also served as a reviewer and editor for both national and international journals. He has authored more than 50 articles, 14 of which have been published in SSCI-indexed journals, presented more than 50 papers at national and international conferences, and contributed to 21 books and book chapters. In addition, he has been involved in 27 national and international projects and has supervised 19 graduate theses, while also serving as a jury member. He has participated actively in numerous panels, seminars, conferences, councils, radio and television programs, and scientific meetings. As of January 24, 2025, his Google Scholar citations total 2,245, and his i10-index is 30. In Türkiye, he has held roles in institutions such as TÜBİTAK, YÖKAK, EPDAD, and the Ministry of National Education (MoNE). Proficient in English and Ottoman Turkish, İsmail Gelen continues his academic work at Ondokuz Mayıs University as Professor Dr. and Head of the Department of Curriculum and Instruction within the Department of Educational Sciences.

    Institutional Profile: https://avesis.omu.edu.tr/ismailgelen

    ORCID: https://orcid.org/0000-0001-6669-8702

    Email: ismailgelen@omu.edu.tr, profdrismailgelen@gmail.com

  • Emel Birlik, Ministry of Education, Bitlis Special Education Kindergarten Teacher, Bitlis, Türkiye orcid.org/0009-0000-4682-3588

    Emel Birlik is a graduated from Curriculum and Instruction. He completed his undergraduate education in the special education program. She is currently working as a Special Kindergarten Teacher and Education & Instruction expert affiliated with the Ministry of Education in Bitlis province, Turkiye.

    Institutional Profile: https://boeanaokulu.meb.k12.tr/tema/teskilat_semasi.html

    ORCID: https://orcid.org/0009-0000-4682-3588

    Email: emelbirlik89@gmail.com

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Published

2026-09-03

Issue

Vol. 11 No. 2 (2026)

Section

Articles

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