This research focused on the personality traits and coping strategies in deperessed female students. In the first phase, 45 depressed students were recognized based on their scores on the Beck questionnaire from the two universities in Qom. In the second phase, depressed students were randomly divided into three equal subgroups. The first and the second subgroups were treated, respectively, by the Coping Therapy (CT) and Progressive Relaxation Therapy (PRT) and the third one was considered as the cantorl group. Subjects completed the "16 PF Questionnaire" and "Folkman- Lazarus Coping Strategies Questionnaire". Results showed that CT, not only reduced the depression level as much as the PRT, but also, it highly reduced the anxiety level. Furthermore, the CT influenced the most personality factors. In particular, the CT model could change successfuly the coping strategies including "Escape- Avoidance" and "Accepting Responsibility" in depressed students, this advantage was not found for the PRT.

AbstractThe aim of this study was to investigate the validity, reliability and factor structure of the "How I Think" questionnaire to assess cognitive distortions in Iranian students. The present research design is descriptive and psychometric studies. The statistical population of this study included all male high school students in city Dezful in the academic year 1399-1400, from which 316 students were selected by multi-stage random sampling and completed the How I think and Bass and Perry Aggression Questionnaires (for Convergent validity). Factor analysis, Cronbach's alpha and Pearson correlation were used to analyze the data using SPSS and AMOS 20 software. The results of factor analysis showed that the questionnaire consists of six factors and has good fit indices. The convergent validity of this questionnaire indicated a satisfactory correlation between the dimensions of the scale "How I think" with the Aggression Questionnaire (p <0.01). Cronbach's alpha and Split- half coefficients for the whole scale and its dimensions ranged from 0.66 to 0.92.The conclusion is that the Persian version of the "How do I think" questionnaire for measuring cognitive distortions in Iranian students has acceptable psychometric properties and can be used as a valid tool in research, educational and clinical situations.

Background: The current study aimed at assessing the relationship between experiential avoidance (EA) and cognitive fusion to the level of anxiety in students experiencing such problems in their social interactions. Methods: The sample consisted of 324 college students who were randomly selected by cluster sampling method. They completed acceptance and action questionnaire (AAQ-II), social anxiety-acceptance and action questionnaire (SA-AAQ), cognitive fusion questionnaire (CFQ), believability of anxious feelings and thoughts questionnaire (BAFT), and social interaction anxiety scale (SIAS). Pearson correlation coefficient and multiple regression analysis were used to analyze the data. Results: The results showed a positive correlation between EA (r = 0. 45; P < 0. 001) and social anxiety-acceptance and action (r =-0. 50; P < 0. 001) and anxiety in social interactions. A significant positive correlation was also found between CFQ (r = 0. 48; P < 0. 001) and BAFT (r = 0. 26; P < 0. 001) and social interaction anxiety. Overall EA ( = 0. 45) and acceptance ( =-0. 37) and action ( =-0. 12) components of SA-AAQ scores were predictor for overall anxiety score in social interactions (P < 0. 001) In addition, overall cognitive fusion score ( = 0. 48; P < 0. 001), and somatic concerns ( = 0. 16; P < 0. 01), negative evaluation ( = 0. 32; P < 0. 003) and emotion regulation ( =-0. 21; P < 0. 001) components of BAFT could predict anxiety in social interactions. Conclusions: The results of the current study showed a correlation between EA and cognitive fusion and students anxiety in social interactions.

Objective: the purpose of this study was to study relationship between interaction parent-child with addictability rate and heterosexual orientation in students.Method: The statistical population consisted of all students of Guilan University in 2012-2013 academic year, which among them a sample of 200 students were selected by random cluster sampling method and they completed preparation to addiction scale; relationship between parent-child scale and attitude and heterosexual orientation before marriage.Findings: Correlation analysis indicated a significant negative correlation between addictability in female students and male students with relationship with father, and positive affect, interlace and communication subscales. The relationship between female students’ addictability with relationship with mother and positive affect, hurt and confusion and communication subscales was observed significant negative correlation, also there is a significant negative relationship between male students’ addictability with the relationship with mother. There is significant negative relationship between heterosexual orientations in male students with relation with father, positive affects and interlace. Results of regression analysis showed that relationship with father and relationship with mother can anticipate addict ability in female and male students.Conclusion: If parents cannot establish an appropriate and constructive interaction with their child cause child face with affection and emotional deprivation and this poor emotional and affection deprivation may cause he or she bring to the addict ability and heterosexual orientation.

Background and Objectives: The aim of this study was to investigate the interaction between personality traits according to five factor model and depression, hopelessness and suicidal ideation among students.Materials and Methods: The population of this study was the students of Tabriz University of Medical Sciences & Health Services, of which 200 students were randomly selected by simple method. All students were asked to complete the Beck Depression Inventory (BDI-II), NEO-FFI-R, Beck Hopelessness Scale (BHS) and Beck Scale for Suicide Ideation (BSSI).Results: There was a significant positive relationship between neuroticism and depression, hopelessness and suicidal ideation. Moreover, there was a significant negative relationship between extroversion and conscientiousness with depression, hopelessness and suicidal ideation. Neuroticism could explanation 73% of depression, 61% of hopelessness and 59% of suicidal ideation.Conclusions: Neuroticism has positive relation with low mood, hopelessness and suicidal ideation, whereas extroversion and conscientiousness have negative significant relationship with these factors.

Introduction: Communication and interaction are the main features of e-learning. Without interaction, students cannot be motivated to continue the course which undermines their learning. This study endeavored to identify barriers to interaction in e-learning and providing solutions for creating and improving interactions from the point of view of professors and students of virtual fields at Tehran University of Medical Sciences. Methods: To identify barriers and strategies for creating and improving interaction in the e-learning, qualitative study with qualitative content analysis method was employed. Twenty-two participants with maximum diversity were selected from faculty and students through purposive sampling with theoretical approach, sequential and gradual method until data saturation. To analyze in-depth semi-structured interviews, a commitment approach of Granheim and Lundman model was used in 2020. The accuracy and robustness of the research was confirmed through Lincoln and Guba criteria. Results: According to faculty members and student’s point of view the barriers were divided to 6 main categories which related to the incomplete educational process, motivational and attitudinal barriers, infrastructure barriers, individual frameworks, weakness of the knowledge and cognition incomplete structural planning and policy as well as 16 sub-categories. Conclusion: As to the barriers, the most influential were related to the incomplete educational process, after that related to motivational and attitudinal barriers, infrastructure barriers, individual frameworks, weakness of the knowledge and cognition and incomplete structural planning and policy. The results of this study help educators, educational administrators and curriculum planners, professors and students in the field of e-learning to remove existing barriers and develop interaction in e-learning.

In order to examine risk taking factors in youngsters, 50 male and 50 female students from Isfahan University comple- ted the Measures of Perception of Social Interaction Questionnaire (Glass, 1994), Risk Taking Questionnaire (Eysenck & Eysenck, 1975), and Anger Control Questionnaire (Griffin et al., 1999). The findings demonstrated a significant negative cor- relation between risk taking and perceptions of social interaction (r=-0.28) and anger control (r=-0.26), confirming the hy- potheses of this research. Rate of correlation coefficients for the two groups was similar.