یاسمن سواری

With the onset of the Corona virus, many educational institutions were closed and their educational methods were changed. The purpose of the present study was to investigate the lived experiences of virtual education of students in the era of Corona. The participants were 60 male and female students of Payam Noor University of Ahvaz, who were selected voluntarily and asked to share their experiences of virtual education. Due to the fact that the classes were virtual and the physical presence of the students was low, they were selected from among the applicants to the university. The qualitative research method is phenomenology. Data were obtained through a researcher-made questionnaire (with adequate reliability and validity) and a semi-structured interview. Content validity (60 students, 3 psychology professors, and one educational science professor) was used to measure the validity of the findings, and Cronbach's alpha was used to measure reliability. Data analysis was done with the help of seven-step coding by Collaizzi (1978). The results showed that the lived experiences of virtual education from the students' point of view have two general positive themes (savings, reduction of accidents, and useful attendance) and their negative lived experiences of virtual education (reduction of social interactions, physical problems, learning and evaluation problems, and technical problems). Composed. Due to the fact that virtual education has strengths, therefore, in order to develop this method of education, it is possible to provide a solution for their development, and with proper planning, its negative aspects can be reduced.

Psychological well-being is one of the important components of mental health in the elderly, and it is important to study the factor affecting on it. Therefore, the current study was conducted in Iran with the aim to investigate the role of self-directed learning readiness and the internal locus of control in predicting the psychological well-being of the elderly.

This study had a descriptive-analytic and correlational design. The statistical population included all male and female over 60 years of age in Ahvaz city. Among this population, 126 elderly adults (24 females and 102 males) were selected using available sampling method. The data were collected using the self-directed learning readiness Questionnaire, the internal-external locus of control Questionnaire and Psychological Well-being Scale. Data were analyzed by descriptive methods (mean and standard deviation) and multivariate covariance analysis using statistical software SPSS v.23 was analyzed.

Descriptive findings indicated that there were 24 female and 102 male and the mean age of the sample was 74.45. Also, the results showed that self-directed learning readiness and the internal locus of control are positively correlated with psychological well-being (P <0.001). Multivariate regression showed that self-directed learning readiness and the internal locus of control are predictors of psychological well-being among the elderly, and self-directed learning readiness is more effective than internal locus of control on the psychological well-being of the elderly.

Based on research findings, locus of control and self-directed learning readiness have a relationship with each other, moreover, these variables predicts psychological well-being in the elderly.

The aim of this study was to investigate the effect of compassionate mind training on depression and anger rumination in students with depression symptoms. This study employed a semi-experimental method and used a pre-test, post-test design with experimental and control groups. The statistical population consisted of 315 female students with mood disorders that were referred to the counseling center of Bu-Ali Sina University in 2016-2017. Through screening, 78 students were identified with depression syndrome (scored above 20 in Beck Depression Inventory); among them, 30 subjects were randomly selected and placed in two experimental and control groups of 15. The experimental group received 8 sessions of 90 minutes Compassionate Mind training twice a week and the control group was given no intervention. The tools of this study were anger rumination scale (Sukhodolsky, et al), and Beck depression inventory (Beck, et al). Results of covariance analysis showed that compassionate mind training decreased depression but there was no statistically significant reduction in anger rumination scores. Therefore, compassionate mind training can be used as effective method to decrease depression symptoms in students.