أثر استراتيجية التحميل البنائي السيميائي في تنمية مهارات التفكير الإيجابي  لدى طلبة كلية التربية البدنية

Noor  Banisalameh; Taha Al-Doliame

doi:10.35516/edu.v50i3.2598

Authors

Noor Banisalameh Department of Curriculum and Instruction, Faculty of Educational Sciences, The World Islamic Sciences and Education University, Jordan. https://orcid.org/0009-0004-8520-4682
Taha Al-Doliame Department of Curriculum and Instruction, Faculty of Educational Sciences, The World Islamic Sciences and Education University, Jordan.

DOI:

https://doi.org/10.35516/edu.v50i3.2598

Keywords:

The structural semiotics paradigm, positive thinking skills, mathematical sciences

Abstract

Objectives: The study aims to explore the impact of the structural semiotics paradigm on developinhg positive thinking skills among students of the Faculty of Physical Education at Hashemite University.

Methods: The study followed the semi-experimental research method, and the study population amounted to (60) students, and they were divided into two groups: (30) students in the control group and (30) students in the experimental group. The study tool consisted of a positive thinking scale that includes (54) paragraphs distributed over five areas, namely emotional control, feeling of satisfaction, emotional intelligence, positive adventure, optimism, and positive expectation. The scale’s validity and consistency were verified, as the stability coefficients were (0.88) according to the Pearson correlation coefficient and (0.86) according to the internal consistency coefficient, using the Cronbach Alpha equation. The positive thinking scale was applied after the completion of teaching the students of the sports psychology course in the second semester of the academic year 2021-2022.

Results: The results showed a statistically significant effect on the five sub-domains of positive thinking skills due to the semiotic structural analysis strategy for each separate domain. The results also showed that statistical significance was attributed to the strategy in developing positive thinking skills together.

Conclusions: The study recommends the necessity to hold workshops for teachers of sports psychology on modern strategies, including the strategy of constructive-semiotic loading. Moreover, it recommends conducting further studies on the strategy of constructive-semiotic loading to teach other subjects at the faculties of sports and physical education.

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