Extended Abstract
Background and Purpose
Today, adolescent girls face unique psychological and social challenges that arise from the physical, emotional, and sociocultural pressures of adolescence (Eccles & Rosser, 2023). High school female students face one of the most important and influential stages of their lives; a stage that is accompanied by physical maturation, psychological development, and increased social and academic responsibilities. It seems that the results of this study can help teachers and educational policymakers to design targeted and effective intervention programs that promote girls' psychological well-being and academic success. Despite the proven effectiveness of this approach in reducing negative emotions and increasing adaptive behaviors, its application in educational systems, especially in specialized environments such as physical education schools, is still limited and needs to be developed and deepened. Therefore, the expansion of positive attitude education can play a key role as an effective strategy in promoting the mental health and academic success of female students and help improve the quality of life and empowerment of this group (Razki et al., 2022). With this approach, this study not only helps to better understand the effects of positive attitude education but also identifies practical solutions to improve the psychological and academic status of female students. In addition, given the lack of comprehensive studies in this area in Iran, conducting this study can provide a solid scientific basis for developing positive attitude education programs in schools and conservatories and help improve the quality of life and academic success of girls. Therefore, the main question of this study is "Is positive attitude education effective on the social performance and academic self-efficacy of female students of the Physical Education Conservatory of Isfahan?"
Methods
This study was designed as an applied and quasi-experimental study that used a two-group quasi-experimental design and included experimental and control groups with pre-test and post-test. The statistical population included all female students in the second year of high school of Isfahan Physical Education Conservatory in the academic year 1403-04. The sample size of this study included 30 female students who were randomly divided into two groups of 15: experimental and control. To determine the sample size, considering the need for experimental research that considers at least 10 people for each group sufficient (Cohen et al., 2003), 17 people were considered for each group to reduce the possibility of sample attrition and increase the generalizability of the results. In this study, the Child and Adolescent Social and Adaptive Functioning Scale (CASAFS) by Spence et al. (2002) and the Jinks and Morgan Educational Self-Efficacy Questionnaire (MJSES) from 1999 were used to collect research data. In this study, 30 female students from the Isfahan Physical Education Conservatory were selected purposively and divided into two experimental and control groups. Each group consisted of 15 students. However, due to the possibility of sample attrition, 34 students were selected in the first step and assigned to two groups of 17 students. Initially, these students answered the research-related questionnaires individually and were assured that all collected information would remain confidential and anonymous. Then, for the experimental group, Seligman et al. (2005) positivity training program sessions were held in 8 60-minute sessions once a week. The control group did not undergo the training program after the pre-test until the end of the intervention period. After completing the training sessions, the questionnaires were completed again by the students. In this study, the characteristics of the studied population were evaluated using two parts of descriptive and inferential statistics. At the descriptive level, indicators such as mean, percentage, standard deviation, as well as tables and graphs were used to depict the characteristics of the research sample. Before analysis, the normality of the distribution of variables was assessed using the Kolmogorov-Smirnov test to confirm the necessary conditions for conducting inferential analyses. To examine the effect of independent variables on dependent variables in the presence of other variables, multivariate analysis of covariance was used using SPSS26 statistical software.
Results
The results of this test are presented. The results showed that the data under study had a normal distribution and the use of parametric tests such as covariance analysis is appropriate and valid for data analysis. Another assumption of the present study is the homogeneity of variances. For this purpose, and to evaluate and analyze the results of this assumption, Levine's statistical test was used. In studies with multiple dependent variables, multivariate analysis of covariance (MANCOVA) is used as a parametric statistical method that allows simultaneous comparison of group means while controlling for the effect of the pretest and other confounding variables. In addition to simultaneously controlling multiple dependent variables, this method more accurately measures the effect of the independent variable on the dependent variables by eliminating the effect of auxiliary variables. The findings indicated that positivity training had a significant positive effect on social functioning—comprising the components of academic efficiency (F = 23.56, p < 0.001), peer relationships (F = 19.74, p < 0.001), family relationships (F = 17.89, p < 0.001), and self-care (F = 16.23, p < 0.001)—as well as on academic self-efficacy, comprising the components of aptitude (F = 13.79, p < 0.001), effort (F = 17.34, p < 0.001), and context (F = 15.06, p < 0.001). Furthermore, the magnitude of the effect—or effect size (eta-squared greater than 0.14)—indicates that positivity training has had a significant impact on the variables of academic self-efficacy, social functioning, and their related components. Students in the experimental group demonstrated better performance in these components compared to the control group. Therefore, it can be concluded that positive thinking training had a significant effect on its components including aptitude, effort, and context in the experimental group.
Conclusion
The results of the study showed that positive attitude training has a significant effect on the social performance and academic self-efficacy of female students of the Isfahan Physical Education Conservatory, in such a way that this training has increased individual capabilities, improved social interactions, and promoted academic self-confidence of these students. It can be said that positive attitude education as a psychological approach has a significant impact on students' social performance, because this type of education focuses on improving attitudes, communication skills, and social behaviors. Social performance includes several abilities such as academic performance, peer relationships, family relationships, and self-care, all of which are essential factors in mental health and social development. Positive attitude education, by encouraging students to have positive perspectives and strengthening social skills, causes constructive changes in these areas and helps to improve the quality of their social and academic lives. The results of the study showed that positive attitude training has a significant effect on the academic self-efficacy of female students of the Isfahan Physical Education Conservatory, in such a way that this training has increased academic talent, continuous effort, and improved the underlying factors affecting academic performance in these students. It is worth noting that positive thinking education goes beyond enhancing cognitive skills and also encompasses emotional and psychological factors that often play a determining role in academic performance. When students become mentally stronger and more positive, their ability to better focus on learning, manage time, and utilize educational resources improves, all of which ultimately lead to increased self-efficacy and academic performance. Finally, the importance of these findings is evident not only in improving academic performance but also in increasing the quality of academic and psychological life of female students. Positive attitude education increases satisfaction, reduces academic anxiety, and increases resilience to school stress, all of which, along with academic self-efficacy, play a key role in the all-round development of students. The conclusion is that positive attitude training effectively increases academic self-efficacy and improves social performance of physical education conservatory students and can be used as a practical and effective educational intervention in schools. Accordingly, the training program presented in this study can be taught to conservatory instructors in the form of an eight-session workshop to benefit from its effects.
Article Message
The importance of these findings is evident not only in improving academic performance but also in increasing the quality of academic and psychological life of female students. Positive attitude education increases satisfaction, reduces academic anxiety, and increases resilience to school stress, all of which, along with academic self-efficacy, play a key role in the all-round development of students. Thus, emphasizing positive attitude education as a necessity in educational systems, especially in specialized schools such as physical education conservatories, is very vital and effective.
Authors' Contributions
The conceptualization, manuscript writing, revision, editing, and literature review were conducted by the first author, while data collection and data analysis were carried out by the second author.

Conflict of Interest
The authors declare no conflict of interest.

Acknowledgments
The authors express their gratitude and appreciation to all those who contributed to the completion of this research.