The aim of this study was to investigate student satisfaction with virtual education based on their health-oriented lifestyle behaviours. The present study was a descriptive correlational study. The statistical population included all undergraduate students in engineering and psychological fields at Islamic Azad University of Shahre Rey during the second semester of 2020-2021. Of these students, 188 (93 engineering students and 95 psychology students) were randomly selected. To collect the data, an instrument for measuring satisfaction with virtual education as well as the measurement scale for health-oriented academic lifestyle behaviours (Salehzadeh et al., 2017) were used. Findings revealed that the components of a health-oriented lifestyle as a whole explain 37.4% of the variance in student satisfaction with virtual education. The relationship between health-oriented lifestyle facilitators (academic optimism, mastery goal orientation, and academic resilience) and student satisfaction with virtual education was positive and significant. The relationship between health-oriented lifestyle inhibitor components (learned helplessness and procrastination) and student satisfaction with virtual education was negative and significant. The relationship between effort withdrawal and student satisfaction with virtual education was not significant (p>0.05). There was no difference between the components of a health-oriented lifestyle and student satisfaction with virtual education according to educational groups. Accordingly, creating a resilient educational environment, trying to participate, and teaching towards meaningful and problem-based learning will prevent students from avoiding virtual education.

The outbreak of the coronavirus and its ramifications, including lockdown and shutting down of many learning centers magnified the necessity of turning to virtual learning, has given rise to concerns about students’ learning and their reaction to the new teaching methods and the challenges they entail. The present study attempts to examine the link between metacognitive beliefs and behaviors that prevent health-oriented lifestyles through academic self-efficacy during the COVID-19 pandemic. The statistical sample consisted of 239 randomly selected undergraduate students of engineering at Azad University of Shahre-e Rey in the second semester of 1399-1400. The data were gathered using academic health-oriented life style test Salehzadeh et al. (2018) Academic Self-Efficacy Beliefs Questionnaire (ASEBQ), and Wells’ Metacognition Questionnaire-30 (MCQ-30). Findings of the study indicated that metacognitive beliefs are related to behaviors preventing academic health-oriented life style factors, such as learned helplessness and effort withdrawal, through self-efficacy. It is suggested that, According to the positive relationship that exists between metacognitive strategies and academic achievement. As well as these strategies are scalability learners need to be trained in skills such as self-regulation self- monitoring planning and goal setting. Until they dominate decided cognitive strategies and professors can also encourage students to use orientation by designing assignments, teaching study strategies, and using new teaching methods

The move to new approaches to higher education has required many universities around the world to use e-learning in their courses. The present study aimed to investigate the relationship between the attitudes of the students toward using virtual education and their satisfaction level during the Covid-19 crisis. The research methodology used was descriptive. A sample of 165 undergraduate students (89 technical engineering and 76 psychology students) were randomly selected at Islamic Azad University Shahre Rey in the first semester of 2020-2021. Attitude and satisfaction level toward virtual education questionnaires were used to collect data. The analyses were carried out through SPSS software (26 version), by using the Pearson correlation and t-tests on two independent samples. Findings indicated that there was a significant relationship between attitudes toward virtual education and satisfaction for all participants. Therefore, it can be concluded that the more positive attitudes towards e-learning and virtual education are, the higher the satisfaction level toward virtual education is. In addition, there was no difference between the attitudes and satisfaction level toward virtual education in the two target groups. A more accurate analysis of the questions showed that virtual education generated more problems for technical students when it came to understanding the main concepts. While both groups believed that online examinations were more appropriate given the pandemic circumstances, some difficulties such as internet speed and challenges while uploading the response sheets affected their attitude in a negative way. The findings also indicated that psychology students found using the internet and online platforms more challenging than engineering students. El avance hacia nuevos enfoques de la educación superior, ha requerido a muchas universidades alrededor del mundo que emplean educación virtual en sus cursos. El objetivo de este estudio es investigar la relación entre las actitudes de los estudiantes frente al uso de educación virtual con el nivel de su satisfacción durante la crisis del covid-19. Este estudio fue diseñado como una investigación descriptiva aplicada. Una muestra aleatoria de 165 estudiantes fue recogida de la población de los estudiantes de pregrado de cursos de Ingeniería Técnica y de psicología (89 estudiantes técnicos y 76 estudiantes de psicología) de la Universidad Islámica Azad de Shahre Rey-Irán, durante el primer semestre de 2020-2021. para recopilar datos sobre la actitud y el nivel de satisfacción de los estudiantes, un cuestionario fue utilizado. el análisis fue realizado fue realizado a través de programa spss (versión 26), utilizando la correlación de Pearson y Prueba T para muestras independientes Los hallazgos indicaron que hay una relación significativa entre las actitudes hacia a la educación virtual y la satisfacción de todos los participantes. Además, no hubo diferencia entre las actitudes y el nivel de satisfacción hacia la educación virtual entre los dos grupos. Hay que tener en cuenta, que un análisis más preciso sobre la pregunta demuestra que la educación virtual ha creado más problemas en la comprensión de los conceptos principales para los estudiantes técnicos. Aunque ambos grupos opinaron que los exámenes on-line eran más apropiados dado las circunstancias de la pandemia, algunas dificultades como la velocidad de internet, los desafíos en cargar la hoja de respuestas y afectó sus actitudes en una manera negativa. Los resultados del estudio también demostraron que los estudiantes de psicología encuentran más desafiante usar el internet y plataformas en línea, comparado con estudiantes de ingeniería. Según los hallazgos de este documento, se puede suponer que al diseñar infraestructuras de e-learning si el material debe ser entregado de manera productiva y eficaz, hay que tener en cuenta el contenido educativo de las diferentes áreas de estudio.