Objective: The purpose of the present study was to compare the efficacy of metacognitive therapy with cognitive therapy on reducing test anxiety and meta-worry among students.
Methods: The present study is a quasi-experimental research with pre- and post-test design with a control group. Study population comprised all female students of Tarbiat-ModaresUniversity of Tehran and sample included 15 students who selected by available sampling method and then randomly assigned in 3 groups. Test Anxiety Inventory and the Anxious Thoughts Inventory were given to 3 groups. For analyzing the data, analysis of covariance (ANCOVA) and repeated measure method were used. Students in 3 groups were matched with regard to age and marital status.
Results: The results of co-variance test showed that there are differences between 3 groups in test anxiety. Metacognitive and cognitive therapy had same efficacy in reducing test anxiety, while the metacognitive therapy had more efficacy than cognitive therapy in reducing metaworry.
Conclusion: Considering the effectiveness of two treatments on test anxiety, results of the present study can be useful for specialists. Also, results of metacognitive therapy can be helpful in reduction of meta-worry.

Objective: This study was conducted to investigate the effectiveness of education based of the cognitive, metacognitive, and behavioral model on the reduction of meta-worry beliefs in patients with social anxiety disorder (SAD).
Methods: The research was a quasi-experimental study with pretest-posttest design and a control group. The statistical population comprised all patients with SAD referring to public and private centers for consulting and psychotherapy in Kermanshah, Iran, in 2016. The study sample were selected using purposeful sampling method. A total of 30 patients were chosen through structured clinical interview for DSM-IV axis I disorders (SCID-1) and administering meta-worry subscale of Well’s questionnaire of anxious thoughts (1994). Then, they were randomly divided into two groups of experimental and control. The study instrument was the meta-worry subscale of Well’s questionnaire of anxious thoughts (1994). Twelve cognitive, metacognitive, and behavioral treatment sessions (for the developed model) on the basis of relevant theoretical insights were held for the experimental group twice a week while the control group received no intervention. After the treatment, both groups were evaluated with the questionnaire of anxious thoughts. For data analysis, ANCOVA test was administered using SPSS19. 
Results: The results showed that education based on cognitive, metacognitive, and behavioral model was effective on the reduction of meta-worry belief among patients with SAD in the experimental group (P < 0.001).
Conclusion: Considering the effectiveness of the model, it seems that therapists and counselors can use this developed model to reduce meta-worry belief among patients with SAD.