شبكة المعلومات العربية التربوية

In continuation to the aims of the study, the researcher has set a scale for positive thinking depending on Kierkegaard’s model and his definition of positive thinking which is including three main ingredients of positive thinking. After that the researchers, has verified the psychometric characteristics of the scale via two methods; face value and structure validity. Next to that, the scale reliability is found out by two means; re-testing with a ratio of (0.88) and Cronbach’s alpha (0.85). The scale, in its final form, comprised of (50) positive thinking items. Next, the three scales were applied on the major sample of the study of (667) male and female students in the University of Diyala, undergraduate morning studies in the academic year (2013-2014) who were selected in the random proportionate stratified approach. After statistical data processing via (arithmetic mean, standard deviation, t-test of one sample, dual-disparity analysis, Scheffe’s post hoc comparisons, Pearson correlation coefficient, and multiple regression analysis), the following results were gained: 1) enjoy university students to think positive. 2) College students have positive thinking. There is statistically significant variation on the scale of positive thinking in gender variable (male, female) in favor of male students as they were more positive thinkers than female students, concerning specialty, there is no statistically significant difference in specialty on positive thinking scale, there is statistically significant variation in gender-specialty interaction on the scale of positive thinking. In favor of male students in humanities. (Published abstract)