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Aim and Background: Antisocial behaviors occur in a wide range and cause different psychological, social and familial pathologies. Different methods were used to reduce antisocial behaviors. The aim of this research was to study the metacognitive components in antisocial youth of Urmia Central Prison and the effect of metacognitive components instruction in reduction of antisocial behaviors. Methods and Materials: In this quasi-experimental study 30 young adults with antisocial personality disorder in Urmia Central Prison were selected randomly. They were randomly classified in case and control groups. After Wells and Cartwright-Hatton metacognitive inventories were completed by the two groups, metacognitive components were instructed in 8 sessions to the case group. The post-test was conducted on all subjects. Finally the case group was investigated in different situations by a checklist prepared by the researchers. The data was analyzed using t-test, covariance analysis and chi-square test. Findings: Data analysis showed that metacognitive components in antisocial youth were disordered. They also indicated that instruction could significantly correct the problems (P < 0.05). In addition, there was a significant difference in metacognitive dimensions among the case and control groups in post-test (P > 0.01). Conclusions: These results showed that metacognitive dimensions of antisocial youth are disordered and instruction of metacognitive dimensions has positive effect in their behavior correction.

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Aim and Background: Learning disability is one of the most important causes of students' poor academic and social performance. The aim of this research was to investigate the effectiveness of attributional retraining intervention and emotion regulation on reduction of academic burnout and improvement of social adjustment in students with early learning disabilities in Tehran, Iran. Methods and Materials: This was a quasi-experimental study with pre-test, post-test, and follow-up stages. 30 students with learning disability aged 8 to 12 years old were selected through simple random sampling from the learning disability center No. 3 in Tehran and randomly assigned to 2 experimental groups and a control group. Attributional retraining and emotion regulation training were presented to the 2 experimental groups in 8 sessions, each lasting 1 hour. But the control group did not receive any interventions. Educational Burnout Questionnaire (Brosu et al.) and Adjustment Inventory for College Students (AICS) by Sinha and Singh were used in the pretest, posttest, and follow-up stages. The data were analyzed using multivariate analysis of covariance (MANCOVA). Findings:  Attributional retraining and emotion regulation training caused a significant decrease in academic burnout and a significant increase in social adjustment. Attributional retraining program was more successful in decreasing academic burnout than emotion regulation training program. However, there was no significant difference between attributional retraining and emotional regulation training programs in promoting social adjustment. Conclusions: Educational programs that use the social-cognitive approach of Bandura in designing educational packages have more significant effects. Therefore, the use of the results of the present research can be effective in designing preventive educational programs and improving educational achievements.

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Aim and Background: Defects in cognitive control and response inhibition along with disturbance in sleep quality have been observed in people with anxiety symptoms. Based on this, the present study aims to investigate the role of response inhibition, cognitive control and sleep quality in predicting the symptoms of male adolescent anxiety disorders were investigated. 
Methods and Materials: The method of the current research was quantitative and correlational. The statistical population of the present study was made up of all male students of the second year of high school in Tehran in the second semester of 1400-1401, out of which 290 people were selected by available sampling method. To collect data from the Go/No Go task (GO/NO GO) by Hoffman (1984), the Cognitive Control and Flexibility Questionnaire (CCFQ) by Gabers et al. (2018), the Pittsburgh Sleep Quality Scale (PSQI) by Bayse et al. (1989), and the Multidimensional Anxiety Scale for Children (MASC) March et al. (1997) were used. The collected data were analyzed using Pearson's correlation coefficient and multiple regression.
Findings: The results showed that inappropriate response inhibition and low sleep quality have a significant positive relationship with the symptoms of anxiety disorders, and cognitive control has a significant negative relationship with it. Also, response inhibition, cognitive control and sleep quality explain 40.6% of the variance of the symptoms and signs of anxiety disorders.
Conclusions: Based on the mentioned results, it can be concluded that response inhibition, cognitive control, and sleep quality as effective factors on the symptoms and signs of anxiety disorders in adolescents should be considered by specialists and therapists.