The Influence of Positive Thinking Interventions on Reducing Academic Stress among Postgraduate Students during Thesis Writing

Abstract

Thesis writing is a critical and often stressful phase for postgraduate students. This study examines the effectiveness of positive thinking interventions in reducing academic stress and enhancing coping strategies among postgraduate students in South Punjab, with a focus on gender differences and baseline stress levels. Objectives: The study aimed to assess the impact of positive thinking interventions on academic stress. Method: A randomized controlled trial was conducted with 100 postgraduate students (50 intervention, 50 control). Participants completed the Perceived Stress Scale (PSS), Positive Thinking Scale (PTS), and Coping Strategies Inventory (CSI) at baseline and post-intervention. The intervention group underwent an eight-week positive thinking program. Data were analyzed using t-tests, correlation analyses, and effect size calculations. Results: the intervention group showed a significant reduction in stress levels compared to the control group (t = 4.56, p < .01, Cohen’s d = 1.15). A strong negative correlation was found between positive thinking practices and stress levels (r = -0.72, p < .01). Female students exhibited greater stress reductions than males (t = 3.21, p < .01, Cohen’s d = 0.85). Problem-focused coping improved significantly in the intervention group (t = 3.45, p < .01, Cohen’s d = 0.78), while avoidance coping decreased (t = -4.11, p < .01, Cohen’s d = 0.92). Students with higher baseline stress levels benefited most from the intervention. Conclusion: Positive thinking interventions effectively reduce academic stress and enhance adaptive coping strategies, particularly for highly stressed postgraduate students and female participants. Integrating such interventions into academic support programs can promote resilience and well-being among students.