An intentional sample of (60) fifth-grade students was chosen divided into two groups and the random assignment was used to distribute them into two groups: an experimental group of (30) students and a control group of (30) students. The educational material was prepared for the experimental group according to the strategy (note - reflect - explain) and for the control group according to the usual method and its validity was verified by arbitration and the positive thinking test was prepared and the tool enjoyed acceptable validity and stability indications and after analyzing and processing the data statistically using the package system Statistical (spss) The results showed that there were statistically significant differences in favor of the experimental group in the dimensional positive thinking test.