مهسا عصارزادگان

The purpose of this study was to investigate the effectiveness of training based on positive- psychology on Quality of life and happiness of patients with type 2 diabetes.

This Quasi-Experimental study was a pretest- posttest and follow-up with control group. The statistical population of the study included patients with type 2 diabetes who referred to Hazrat Ali Health center (Isfahan, 2017) Of these, 30 members of the   diabetic patients were selected by convenient sampling ,and  were then randomly assigned into  two 15-member group (experimental and control groups). The experimental group received a positive psychological approach for 8 sessions of 90 minutes, and The control group did not receive any treatment. Both groups were evaluated before and after the intervention and in the follow up using the World Health Organization Quality of Life Questionnaire (1996) and Oxford Happiness (1989).

Analysis of deta by variance with repeated measurements Showed that positive-psychological education had significant influence on the quality of life and   happiness in patients with type 2 diabetes and There is a significant difference between the experimental and control (P <0.001).

Positive psychological education effectively improves the quality of life and happiness of patients with type 2 diabetes. Therefore, it is recommended that this treatment approach be used to help improve the quality of life and happiness of these patients.

Diabetes is one of the most common chronic diseases which also affects individuals' mental and psychological characteristics. The purpose of this study was to investigate the effectiveness of positive-psychology training on psychological well-being and its dimensions on patients with type II diabetes. This quasi-experimental study was conducted based on a pretest-posttest design with a control group and follow-ups. The participants were selected through convenient sampling from patients with type II diabetes who referred to Hazrat-e-Ali Health center in Isfahan during 2017. Subsequently, the participants were randomly divided into two groups of 15 people. The experimental group received positive psychology training, whereas the control group did not receive any treatment. Both groups were evaluated before and after the intervention and in the follow-up stage through Reef's Psychological Well-Being Questionnaire (1980). The data were analyzed using repeated measure ANOVA. The results showed that positive psychology training correlated significantly with psychological well-being, self-acceptance, positive relationships with others, having a purpose in life, and environmental domination in patients with type II diabetes. In addition, there was a significant difference between the experimental and control groups regarding the abovementioned variables. However, no significant difference was observed between the intervention and control groups regarding self-autonomy and personal growth (P<0.001).). Positive psychology training effectively improves the psychological well-being of patients with type II diabetes. Therefore, it is recommended that this treatment approach be used to help improve the psychological well-being of these patients.

One of the factors affecting learning among learners is the admission of new homework subjects and which is a requirement of learning and that is what leads to the behavior of intensity and direction and it helps the learner to maintain its continuity. The purpose of this study was to investigate the relationship between perceived educational stress and avoidance of admission of new homework subjects in Secondary school students of the first and second of the city of Isfahan . The research method is descriptive correlational. The statistical population of the study included all male and Secondary school students of the first and second of the city of Isfahan, 250 of whom were selected through available sampling method. All participants completed questionnaires for avoiding admission of new teaching assignments and perceived academic stress. The results showed that there was a significant correlation between perceived academic stress variables and the avoidance of admission of the new homework subjects (p