The effect of positive thinking training on academic stress of Muslim students in thesis writing: a quasi-experimental study

ABSTRACT

Several studies show that many students experience high levels of stress when completing their thesis. This study aims to examine the effects of positive thinking on university students in reducing academic stress related to thesis writing. This research method is pursued through experimental design. Before undergoing positive thinking therapy, participants assessed their stress levels using an academic stress scale instrument adapted from the Student-Life Stress Inventory. The participants consisted of 48 Muslim students who were writing their theses for the Psychology study program. The results showed that training in positive thinking can reduce students’ academic stress when completing their thesis. Students are highly susceptible to academic stress due to the multitude of stressors they encounter. This study recommends positive thinking training because it can effectively reduce academic stress levels in students. Cognitive-oriented strategies are more beneficial for students as they can enhance personal factors.

KEYWORDS:

• Academic stress
• positive thinking
• academic resilience
• behaviour change

Introduction

Students preparing for these exams undergo diverse psychological conditions due to academic demands and personal expectations. Etika and Hasibuan (2016) identified several challenges faced by Indonesian students during their thesis preparation. These challenges include difficulty in selecting a suitable research title, inadequate references, time constraints, lack of motivation procrastination, challenges in coordinating with supervisors, as well as fatigue, and difficulty maintaining concentration. Students are often less motivated to complete their thesis and may require external support, such as social support, to stay motivated (Widiantoro et al., 2019).

When students have negative thoughts about their thesis, it can make them feel pessimistic and worried. Negative thoughts arise from perceiving events or phenomena directly or indirectly related to the obstacles they faced in writing a thesis (Machmudati & Diana, 2017). Therefore, it is essential to recognize that the challenges and obstacles faced by students during the thesis preparation process have the potential to exert significant pressure.

Academic stress is a type of stress that occurs in the academic environment of an educational institution (Adom et al., 2020). Academic stress can arise when college or students face heavy academic demands such as assignments, exams, presentations, and final projects. Students who experience academic stress feel unable to cope with the existing stressors because they have fewer resources than they need to face them. Bulo and Sanchez (2014) explain four sources of academic stress in students: 1) interpersonal stressors, namely completing tasks with strangers, relationships with the opposite sex, and communicating with parents; 2) interpersonal stressors, i.e. new responsibilities, financial difficulties, related to public speaking, dietary changes, 3) academic stressors, i.e. increased workload, less than expected achievement, falling behind grade averages, thinking about graduation, 4) technical skills, e.g. environmental stressors. From this, it can be concluded that both external and internal factors contribute to academic stress in students

Academic stress negatively impacts students’ resilience, as it can disrupt emotional balance and reduce their ability to cope effectively with challenges. Stress can also reduce academic motivation, as feelings of anxiety and fatigue can diminish enthusiasm for learning and achievement (Berdida, 2023). Academic stress can occur when college students face heavy academic demands, such as assignments, exams, presentations, and final projects. Students who experience academic stress feel unable to cope with the existing stressors because they have fewer resources than the stressors they are dealing with.

Academic stress negatively correlates with the quality of life (Berdida & Grande, 2023), implying that increased academic stress often coincides with a decrease in quality of life, and vice versa. Prolonged academic stress can disrupt emotional balance, reduce motivation, increase the risk of mental health problems, and impact social relationships. An in-depth study of academic stress is urgently needed to develop effective strategies for reducing stress levels among students.

Gadzella (1994) argues that academic stress can be examined through five types of stressors or sources of stress: frustration, conflict, pressure, change, and self-imposition. Additionally, there are four reactions to these stressors: physiological, emotional, behavioural, and cognitive. Academic stress can be caused by frustration when students struggle to meet the academic demands imposed by educational institutions. Students feel burdened by heavy academic demands. In addition, students often experience conflicts between academic demands and other responsibilities, such as familial or social obligations. Sometimes, students push themselves to achieve perfect results or pursue high achievements without considering their limitations.

To understand the significance of studying academic stress, it is crucial to explore prior research. This stress can hurt both mental and physical well-being, resulting in reduced student productivity and compromised learning outcomes. The study conducted by Pascoe et al. (2020) revealed that task-related stress and academic demands have an impact on student learning outcomes, academic performance, and achievement. In addition, stress can also affect the quality of sleep, thereby impacting both physical and mental health. Trigueros et al. (2020) also found that academic stress affects motivation, study strategies, critical thinking, and achievement. Students who experience high academic pressure may experience a decrease in their learning motivation, leading to a disorganized approach to their learning strategies. Students experiencing high levels of academic stress may struggle to maintain effective study strategies, such as developing study schedules, managing their time, or comprehending new material. Therefore, students must learn how to cope with academic stress and maintain their mental and physical health.

Nokandi et al. (2022) found that motivational counselling can reduce academic stress. Ansyah et al. (2019) argue that tadabbur Surat Al-Insyirah can reduce academic stress. Tadabbur Surat Al-insyirah is a method of engaging with the Quran. It involves reading the verses with tartil, comprehending their meaning, and then reflecting on and analysing the verses in Surat Al-Insyirah. This process allows for a deeper understanding of the verses, their intended purposes, underlying wisdom, and how they can be applied as guidance in one’s life. Rajianti and Merdekasari (2019) also conducted dhikr training experiments to reduce academic stress. However, dhikr training can be beneficial when conducted regularly. The subject experiences a sense of peace and reduces the impact of stress hormones that are released during moments of anxiety. Muslim teenagers who possess a strong understanding and spiritual experience may have a heightened perception of the significance of academic stress (Suud et al., 2020). They may be better able to perceive academic stress as a natural part of life’s journey and link it to a broader life purpose, such as attaining academic success (Utari & Hamid, 2021).

Some of these studies have not utilized cognitive approaches to alleviate academic stress. This study applies a cognitive approach to reduce students’ academic stress while preparing a thesis. The cognitive practice focuses on how individuals understand, process, and respond to stressful academic situations. The cognitive approach encourages individuals to focus on positive thinking when dealing with academic stress. This includes finding solutions, thinking optimistically, and recognizing their strengths. Thus, students can reduce anxiety and find solutions to their academic problems. Academic stress arises from cognitive assessments of one’s abilities, and cognitive processes determine how individuals think, feel, and act (Karneli et al., 2019).

The implementation of dual curricula in Indonesian Islamic education, which includes the official curriculum from the Education Office and a specialized curriculum, puts additional pressure on Muslim students. They are required to study both conventional subjects and Islamic studies, which can lead to burnout and academic stress (Muslimah et al., 2019). The burden is increasing for students at Islamic-based universities who are in the process of completing their thesis. Fatimah (2019) also argues the implications of the curriculum in Islamic educational institutions, namely the existence of general and religious subjects, with habituation methods and tahfizh (memorizing), tafhim (understanding), and taf’il (practicing) programmes. Combining general subjects, religious subjects, habituation methods, and tahfizh, tafhim, and taf’il programmes can create a complex and exhausting cognitive load for students. They have to manage their time and energy generously to succeed in all aspects.

Utari and Hamid (2021) argue that dimensions of spiritual intelligence, such as meaning of life, positive emotions, and rituals, are more common among Islamic high school students than non-Islamic high school students. Islamic school students may have a deeper level of understanding and appreciation regarding the meaning of their lives. Education in madrassas often includes religious teachings and spiritual values that reinforce the meaning of life in the context of Islam. Students of Islamic schools experience positive emotions, peace, and higher life satisfaction due to their involvement in religious practice and the appreciation of spiritual values.

Therefore in the context of Muslim students, cognitive approaches can also include elements of spirituality to cope with stress. Youth can use prayer, spiritual reflection, or an emphasis on religious values to calm the mind, seek guidance, or seek wisdom in stressful situations. Therefore, cognitive approaches are considered appropriate for reducing the academic stress of Muslim students.

Eneogu et al. (2023) apply cognitive therapy to reduce academic stress.Cognitive therapy focuses on teaching individuals how to think realistically when confronted with a situation. Therefore, positive thinking is a component of cognitive therapy (Machmudati & Diana, 2017). Positive thinking is a strategy that enables individuals to generate solutions, enhancing their capability, confidence, and resilience in managing stressors (Aulia & Widyana, 2022).

Positive thinking can change individual behaviour, enabling individuals to overcome their problems. Embracing a positive mindset enhances individuals’ confidence and motivation to proactively pursue viable solutions. This empowers them to take decisive actions in addressing issues while fortifying their ability to confront obstacles and surmount more significant challenges with resilience. Managing stress independently is important, so literacy about mental health needs to be done (Borjalilu, 2023). Literacy about mental health helps individuals to recognize signs of stress, including changes in behaviour, emotions, and physique that can be indicative of stress.

Melhe et al. (2021) argue that positive thinking involves transforming negative thoughts and adopting optimistic and logical perspectives that align with reality. Individuals can freely express their thoughts and feelings in various situations and overcome challenges and psychological pressures, including academic problems. However, it is important to remember that positive thinking cannot always immediately solve problems. Sometimes, the issue at hand requires more complex handling or assistance from others.

Positive thinking training can reduce student anxiety related to thesis writing and alleviate stress caused by meeting various academic demands. Basically, positive thinking training aims to help students develop cognitive skills by encouraging them to reflect on their experiences and cultivate a mindset that is open to more positive situations (Kholidah & Alsa, 2012; Machmudati & Diana, 2017). Positive thinking training can also help increase students’ productivity. Positive thinking can stimulate problem-solving skills, so students view challenges as opportunities to develop creative solutions and overcome obstacles in research and thesis writing. In the Islamic perspective there is an additional spiritual dimension to the concept of positive thinking, which is to focus on following the teachings of Islam, realizing the power of Allah, and hoping only in Allah. Islam stresses the importance of getting used to positive thinking and avoiding negative thinking (Na’imah et al., 2023). Therefore, this study hypothesizes that positive thinking training can reduce the academic stress experienced by Muslim students who are preparing a thesis.

Method

Research design

The experimental design used in this study was a pre-post control group design involving two groups: the experimental group and the control group. In this design, the experimental group received intervention or treatment through positive thinking training, while the control group did not receive any treatment. After that, both groups were measured before and after the treatment or intervention. Thus, this design made it possible to compare the differences in academic stress between the experimental and control groups after the treatment. The experimental design was presented in Table 1.

Table 1. Pre-post control group design.

Group	Pre-test	Intervention	Post Test
Experiment	O1E	Positive Thinking Training	O2E
Control	O1K	-	O2K

Participants

From all students of the Psychology study programme who are writing a thesis at University X in Central Java, Indonesia, participants with high academic stress scores are selected. A total of 48 students who met this criterion were then purposively selected and divided into two groups: the experimental group and the control group. Each group consisted of 24 participants. Purposive techniques are used to ensure that participants align with the research objectives. Roscoe (in Sekaran & Bougie, 2016) explains that significant research success can be achieved in simple experimental studies using control and experimental groups with a sample size of 10 to 20 participants. On the other hand, Diehl & Gay (1992) argue that the minimum number of participants required for experimental research is 15 subjects per group. Therefore, with 24 students participating in each group, this study has met the necessary methodological requirements

Data collection instruments

Academic stress data collection utilized an academic stress scale instrument adapted from the Student-Life Stress Inventory (SLSI). The instrument consists of two dimensions: stressors (pressure and change) and reactions to stressors (physiological, emotional, behavioural, and cognitive) (Gadzella, 1994).The statements in the SLSI instrument were modified to align with the cultural background of Muslim students, as suggested by (Switzer et al., 1999). According to Switzer et al., when developing research instruments in the social and behavioural sciences, it is crucial to take into account the cultural aspects of the research environment. This is because cultural differences can influence how participants perceive, respond to, and interpret the instruments being used. This scale consists of 25 items with a Cronbach’s Alpha reliability value of 0.837. The number of alternative answers consists of Very Suitable (VS), Appropriate (A), Quite Appropriate (QA), Non-Appropriate (NA), and Very Inappropriate (VI).

Intervention

The positive thinking training was conducted over a span of two days and was divided into seven sessions. Training facilitators are educational psychologists who are assisted by co-trainers. The Positive Thinking Training module, compiled by researchers, is used as a guide for the intervention process. Details of the interventions in this study are presented in Table 2.

Table 2. Positive thinking training contents.

sessions	Time	contents	Method
Session 1: Introduction	30 minutes	Explanation of the training schedule Pre-test: academic stress scale	Lectures, games, and assignments
Session 2: Psychoeducation about positive thinking	60 minutes	The importance of positive thinking for students who are preparing a thesis	Lectures and discussions
Session 3: Reality Adaptation Training	60 minutes	Problem-solving style	Lectures, discussions, and assignments
Session 4: Training of Judgement Talking	60 minutes	Statement of judgment and non-judgment	Lectures, discussions, and assignments
Session 5: Training of Positive expectation	60 minutes	positive expectation	Lectures, discussions, and practices
Session 6: Training in Self-Affirmation	60 minutes	Self-affirmation in facing problems in compiling a thesis	Lectures, discussions, and assignments
Session 7: Evaluation	30 minutes	Post-test: academic stress Reflections of Positive Thinking Training Action plan to complete the thesis	Assignment

Data analysis

Hypothesis testing in this study was carried out using two techniques, namely the Wilcoxon signed rank test and Mann-Whitney U test. The Wilcoxon signed-rank test is a non-parametric analysis used to measure the difference between two groups of paired data on an interval scale. However, the data are not normally distributed. In this study, the data tested by the Wilcoxon rank test were the pre-test results of the experimental group and the post-test results of the experimental group. The Mann-Whitney test is used to determine whether there is a difference between two samples. The Mann-Whitney test is a non-parametric alternative to the t-test, which is a parametric test. In this study, the data tested with the Mann-Whitney U test was the difference in gain values between the experimental and control groups. SPSS (Statistical Package for the Social Sciences) application version 25.0 for Windows is used for data analysis.

Results

The description of the data is presented in Table 3.

Table 3. Description of empirical data.

Group	Std.Deviation	Score Minimum	Score Maximum
Experimental Group	23.933	26	125
Control Group	22.330	33	125

The experimental group’s academic stress pre and post-test scores are presented in Table 4.

Table 4. Measurement of academic stress in the experimental group and the control group.

Groups	Differences
	Mean pre-test	Mean post-test	SD pre test	SD post test
Experimental group	98.29	85.88	37.853	35.158
Control Group	96.08	84.96	21.098	22.320

A data normality test determines whether the data is normally distributed or not. The data is considered normally distributed if the significance value is greater than 0.05. The results of the normality test can be seen in Table 5.

Table 5. Result one-sample kolmogorov-smirnov test.

Group	Test Statistic	Standard Deviation	Sig.	Noted
Experimental Group	.298	37.853	0.000	Not normally distributed
Control Group	.288	21.098	0.000	Not normally distributed

The results of the One-Sample Kolmogorov-Smirnov Test showed that the distribution of scores for both the experimental and control class students was not normal, as the significance value < 0.05.Results of the Wilcoxon Rank Test analysis on the experimental group of Muslim students are presented in Table 6.

Table 6. Results of the Wilcoxon rank test analysis of the experimental group.

	Pos Tes - Pre-test Group experiment	Information
Z	−4.232^b
Asymp. Sig. (2-tailed)	.000	There is a difference (p<0.05)

Furthermore, a Mann-Whitney U analysis was conducted to compare the difference in gain scores between the experimental and control groups in reducing academic stress. This method tests the difference in mean values between two independent groups using data that are not normally distributed or do not meet the assumption of homogeneity of variance. The results are presented in Table 7.

Table 7. Results of the analysis of Mann Whitney U Muslim student group.

	Academic Stress Score	information
Mann-Whitney U	66.500	There was a difference in academic stress scores between the experimental group and the control group.
Wilcoxon W	366.500
Z	−4.575
Asymp. Sig. (2-tailed)	.000

The findings revealed that students in the experimental group who received positive thinking training interventions exhibited lower levels of academic stress. This highlights the significant benefits of a positive thinking training approach in alleviating academic stress for Muslim students engaged in thesis preparation.

Discussion

The results of this study show that a positive thinking training programme, consisting of seven sessions, can effectively reduce academic stress among students who are completing their thesis. Students are highly vulnerable to academic stress due to various stressors, including religious factors (Basith et al., 2021). Previous research has also found that positive thinking plays a role in reducing the challenges faced by students during the COVID-19 pandemic. Changes in the education system and social conditions due to the COVID-19 pandemic have been found to trigger academic anxiety in students (Cleofas, 2023). Therefore, positive thinking and resilience help students avoid feeling oppressed and stressed during the COVID-19 pandemic (Chusna & Pratisti, 2022).

Resilience compensates for the presence of positive thoughts within individuals. In this case, positive thinking can help students overcome problems and face challenges more effectively. When students view situations positively, they can see opportunities instead of solely focusing on difficulties. In such conditions, individuals are more likely to be adaptive and proactive when faced with challenging situations. Positive thinking is necessary to activate one’s creativity. Through positive thinking, students can alter their perception of academic tasks and challenges, viewing them as opportunities to learn and enhance their creativity. In addition, thinking positively can help students reduce feelings of anxiety and worry, which are often the underlying causes of academic stress.

These findings support psychoeducation’s importance in overcoming student problems, including reducing student academic stress. Psychoeducation is a therapeutic approach that combines psychological and educative aspects to help students understand and manage their emotional, behavioural, and social problems. Thus, psychoeducation can be an effective tool in helping students manage their academic stress and promote their mental well-being.

This study’s positive thinking training material was compiled based on aspects of Albrecht (1992), namely positive expectations, self-affirmation, non-judgemental talking, and reality adaptation (Duncan & Hellman, 2020) found that positive expectations held by students can play a protective role, shielding them from stress and burnout. Fostering positive expectations for the future and building confidence in their problem-solving abilities enable students to effectively manage stress and respond with greater adaptability to challenging situations. Such proactive approaches serve as preventive measures against stress and burnout in students.

According to Silva Munar et al. (2020), negative thinking, societal pressures, and anxieties related to the future can escalate stress levels among college students. However, maintaining high expectations can help reduce stress, improve job performance, and increase satisfaction. This underscores the significance of positive thinking, such as fostering optimistic expectations, in helping students effectively navigate the stress they encounter. Positive expectations can provide motivation and confidence to students, enabling them to achieve their goals. Students with positive expectations tend to have a more optimistic outlook on the future and are better prepared to face challenges while working on their thesis. Thus, students can more easily overcome fear, anxiety, and pressure that arise. In addition, positive expectations can also influence how students interpret and respond to the situation at hand, thereby helping to alleviate perceived stress.

Furthermore, self-affirmation is an essential aspect of positive thinking. Self-affirmation is the process of regularly and repeatedly giving positive messages to oneself. The main message of self-affirmation theory is that a person not only rejects the negative identities and stereotypes imposed on them but also creatively finds ways to maintain self-integrity in any situation. Research on self-affirmation suggests that engaging in activities that reinforce self-integrity can help prevent stress (Sherman et al., 2021).

Self-affirmation is a highly adaptable strategy for dealing with stress, as any positive aspect of oneself can be utilized to navigate self-threatening situations (Howell, 2017; Bahiroh et al., 2019). Self-affirmation is a versatile method for coping with stress as it harnesses the power of a person’s positive attributes. When individuals experience a threat to their self-esteem or feel psychologically threatened, they may engage in cognitive or behavioural changes in order to mitigate the threat. One way to increase one’s sense of self-worth and reduce stress levels is by recalling or affirming the positive aspects that exist within oneself. Self-affirmation can help prevent academic stress among students by strengthening their self-confidence and reducing feelings of inadequacy or helplessness when faced with challenging academic tasks. By engaging in self-affirmations, students can direct their attention towards their strengths and capabilities, thereby minimizing their focus on weaknesses or shortcomings that may contribute to heightened stress levels. In addition, self-affirmations can also help students develop a more positive self-perception and enhance their self-esteem, ultimately leading to a reduction in stress levels.

Positive thinking training in non-judgemental talking sessions is a type of training that seeks to transform negative thought patterns into a positive mindset. This training involves providing an understanding and practice of speaking to oneself in a more positive manner and avoiding self-judgement or negative self-assessment. Non-judgemental conversation, also known as non-judgemental communication, is a flexible form of interaction that does not adhere to rigid opinions (Albrecht, 1992). Non-judgemental communication has the potential to reduce stress among college students. By refraining from making negative judgements and instead focusing on self-description and being open-minded in your opinions, non-judgemental communication can foster a more positive and supportive environment for individuals. This can help reduce the burden of negative thoughts, which are a source of academic stress. In addition, engaging in non-judgemental conversations can help individuals develop a more open and curious mindset, which in turn can promote problem-solving and alleviate feelings of distress.

In positive thinking training, there is an aspect of realistic adaptation: a person’s ability to acknowledge the existing reality and quickly adjust to the situation (Wang et al., 2017). This involves distancing yourself from regret, frustration, or self-blame for an unwanted situation. In addition, this aspect also involves the ability to acknowledge and confront the problems or challenges encountered openly (Kamilah & Abdullah, 2022). In the context of positive thinking training, this aspect implies that students must conquer negative thoughts or tendencies to dwell on failure and instead adopt a more constructive mindset. By acknowledging reality and facing problems openly, students can learn from their experiences and become more adaptable. Therefore, the aspect of realistic adaptation is crucial in overcoming stress or problems when completing a student thesis.

Research conducted by EL-Awad et al. (2022) on Muslim teenagers revealed that a high level of religiosity has the potential to enhance their mental health following a traumatic event. Religious beliefs and practices can also serve as an essential source of psychological support for students who are dealing with academic stress while completing a thesis. Engaging in various religious practices, such as prayer, reflection, and participating in religious activities, can alleviate anxiety, promote inner tranquillity, and provide motivation to overcome challenges while fulfilling academic responsibilities.

Na’imah et al. (2023) explained that reverence for Allah is a vital component of a positive focus centred on spiritual aspects and dimensions. It reflects the optimistic outlook and deep belief in God’s goodwill, best plans, and compassion that permeate every aspect of human life. Thus, Muslim adolescents who adopt a positive thinking pattern tend to feel calmer when facing various problems. Being sceptical of God can help alleviate tension and anxiety when facing academic pressure. The belief that all efforts are part of God’s plan and that the outcomes will ultimately be positive can bring relief and inner peace. It can also motivate one to strive with greater determination because the individual believes that God always supports sincere effort and hard work.

In the Islamic concept, positive thinking is in line with the concept of husnudzon, which is to look at things from a positive side (Yucel, 2014). In academic stress, husnudzon can help Muslim teenagers better deal with academic pressure. They can see their challenges as opportunities to grow, learn, and develop their abilities. Husnudzon can also help Muslim teens control negative emotions that often arise when experiencing academic stress. They may be more likely to maintain peace of mind and heart and not get too wrapped up in anxiety.

By implication, positive thinking involves thinking positively about God, fellow human beings, and events (Gusniarti et al., 2017; Na’imah et al., 2023). Muslim students who think positively firmly believe in Allah (tauhid) and feel that Allah is a source of strength, protection, and guidance in dealing with academic stress. Muslim students with a positive view of fellow humans tend to seek social support from friends, teachers, or counsellors when experiencing academic stress. Muslim students who think positively try to see the wisdom behind every event, including academic stress. They probably try to understand that every test or difficulty is part of God’s fantastic plan and can be an opportunity for personal and spiritual growth.

Hartati and Rahman (2018) argue that Islamic-based Rational Emotive Behavior Therapy (REBT) contains two primary values in Islam, namely muraqabah (self-control), which represents an ongoing effort to feel divine scrutiny (muraqabatullah), and muhasabah (introspection and self-correction), which serve as the basis for this approach. This approach aligns with cognitive strategies for enhancing mental health based on Islamic principles. In the Islamic perspective, the husnudzon dimension towards Allah and husnudzon towards are is crucial in positive thinking (Na’imah et al., 2023). The husnudzan attitude towards God is a positive view of God and the belief that all His actions and decisions are for the good of humanity. Positive-minded Muslim students understand that every event, whether good or bad, is part of Allah’s broader plan and holds profound wisdom.

This research focuses more on Muslim students in Central Java but can be applied to other Muslim students more widely because the training provided is based on the Qur’an, which is believed by all Muslims in the world. Nevertheless, research in other religious contexts has validated a wide array of methods to reduce stress levels. In Hinduism, it is known as mindfulness-based therapies (MBTs). According to Singh (2023), MBTs (mindfulness-based therapies) based on self-observation (sakshi) and attention (dhyana), which evolved from Indian philosophy, have the potential to reduce behavioural disorders. With a focus on mindfulness and self-awareness, these techniques help individuals overcome negative thoughts and improve their ability to manage stress effectively. In addition, Ulansari and Sena (2020) argue that Dhyana, or meditation, as the seventh stage in yoga ladders, can help reduce stress in students. Dhyana involves focusing the mind on an object without distractions, which can train the ability to maintain concentration in complex and stressful situations. Students who develop these abilities can better manage academic pressures and daily life situations, reduce stress levels, and improve their mental well-being. Dhyana meditation can be an effective tool for helping students face academic and life challenges.

Meanwhile, from the perspective of Catholic Christianity, pastoral counselling with a hypnotherapy approach can reduce stress in students (Alentus & Murniarti, 2021). Research (Okoli & Nwofor, 2019) concludes that integrating aspects of biblical counselling with psychology can result in effective Christian counselling, especially in helping students facing academic problems. This approach allows counsellors to use the principles of Christian belief along with psychological techniques and theories to provide holistic support to students. Research conducted during the pandemic has also shown that Catholics have experienced a significant reduction in mental distress, thus suggesting religious practice as a coping strategy, especially for women (Bl´ et al., 2023). Christians report better physical health when in cathedrals; diving into spaces that reflect one’s religious beliefs and identity has positive consequences for health and well-being well-being (Ysseldyk et al., 2016).

Some of the results of these studies show that, from the perspective of several religions, spiritual practices have a positive impact on reducing individual stress. As explained by Paul and Saha (2016), spiritual practice can help students reduce stress levels that usually arise during academic studies. Spiritually charged activities can explore their personal values and meaning in life, promoting them as spiritual beings who emotionally seek to integrate spiritual values into work. Reinforced by Ganguly and Perera’s (2019) opinion that students with spiritual resources on average have the ability to adapt better, tend to try hard and diligently in achieving goals, and have confidence that they are able to overcome difficulties, manage stress, and have personal control over their environment, Thus, actually, positive thinking efforts to reduce stress have been found in various religions and beliefs, of course, in different ways. Meanwhile, this research focuses more on Muslim students in Central Java, which can be applied to other Muslim students more broadly.

Conclusion

Positive thinking training has been proven to provide significant benefits in reducing academic stress among Muslim students who are preparing a thesis. This study found that students in the experimental group who received intervention in the form of positive thinking training tended to experience lower academic stress compared to students who did not attend the training. While this research underscores the effectiveness of positive thinking training as a promising approach to reduce academic stress among students, it is important to consider several limitations. Firstly, the study neglects to explore the durability of the training’s effects post-intervention, which raises uncertainty about whether the initial reduction in academic stress would persist without ongoing support. Additionally, the research predominantly focuses on immediate effects, neglecting to provide insights into the sustained benefits and long-term viability of its outcomes throughout an extended academic journey.

The recommendation for future researchers is to incorporate follow-up sessions after positive thinking training interventions. It is worth examining whether regularly reinforcing positive thinking skills helps reduce students’ academic stress levels. Recommendations for the faculty include the need for collaboration between supervisors and academic departments to integrate positive thinking training into the academic system. This may encourage more comprehensive and coordinated efforts to reduce academic stress among students who are writing a thesis.

Disclosure statement

No potential conflict of interest was reported by the author(s).