The relative contribution of positive thinking in predicting the Academic buoyancy of pre-service student teachers in the Department of Special Education, Faculty of Education, Suez Canal University.

         The aim of the research is to identify positive thinking as a predictor of academic buoyancy and the relationship between academic buoyancy and positive thinking in its dimensions, and to reveal the differences between males and females in positive thinking and academic buoyancy, using the descriptive approach (correlative / differential / predictive) on a sample of pre-service student teachers in the department Special Education, Faculty of Education, Suez Canal University (Fourth year students), which numbered (42) male and female students, and the number of males was (10) and the number of females was (32), and their ages ranged between (20 -22), and the researcher used the following tools: the academic buoyancy scale prepared by the researcher, and the positive thinking scale prepared by the researcher, using the appropriate statistical methods represented in the t-test, regression analysis coefficient, Pearson correlation coefficient, and statistical treatment of hypotheses. The research reached the following results; There is a positive, statistically significant correlation between academic buoyancy and positive thinking among pre-service teachers - Department of Special Education - Faculty of Education, Suez Canal University (males - females), There are statistically significant differences between males and females in the total degree of positive thinking due to the gender variable in favor of males, There are statistically significant differences between males and females in the total degree of academic buoyancy due to the gender variable in favor of males, Positive thinking predicts with statistical significance academic buoyancy, There are statistically significant differences on the scale of positive thinking and its dimensions for high and low academic advancement students from pre-service teachers - Department of Special Education - Faculty of Education, Suez Canal University (males - females) in favor of those with high academic advancement.