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The research purpose is to evaluate the personality characteristics, sensation-seeking, a locus of control and exam anxiety as the predictors of exam cheating among the high school students in Ahvaz City. Hence, the research employed a correlation and predictive method. The sample comprised 79 students with cheating background and 78 students without cheating background in the high schools of Ahvaz City. The selection of the cheating group was done with the confirmation and agreement of at least three teachers in each class and the non-cheating students were also randomly selected from the same class. The employed tools included Zukerman scale of sensation-seeking, Nowicki-Strickland Scale of locus of control and Friedman test anxiety scale. The data were analyzed using the discriminant analysis method. The obtained results indicated that the linear combination of the research variables can predict students' cheating in the exams in the high schools located in Ahvaz City. Moreover, findings indicated that sensationseeking and consciousness are the predictors of high school student's cheating.

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Context: There is evidence of the positive effect of neurofeedback, neuropsychology, and phonological awareness interventions on improving dyslexia symptoms. However, no agreement exists on the effectiveness of these interventions and the most efficient intervention. Objectives: This research aimed to compare the effectiveness of interventions based on neurofeedback, neuropsychology, and phonological awareness in improving dyslexia symptoms in students with the network meta-analysis method to determine the most efficient intervention. Evidence Acquisition: A network meta-analysis was conducted to identify studies on neurofeedback, neuropsychology, and phonological awareness interventions. A systematic review was done using Scopus, PubMed, Magiran, SID, and Civilica databases to find studies related to the research objectives, which led to the analysis of 49 studies with 1,741 participants and 15 types of interventions compared to controls. Individual interventions were classified into neurofeedback, neuropsychology, and phonological awareness. The studies were evaluated in terms of the risk of bias. The data were analyzed using the frequency approach through R and R studio software to compare the direct and indirect evidence of the effectiveness of the interventions. Results: Neurofeedback, neuropsychology, and phonological awareness interventions were effective in improving dyslexia symptoms compared to controls. The perceptual-motor method, among individual interventions, and neuropsychological interventions, among group interventions, were ranked as "interventions with greater effectiveness" in reducing dyslexia symptoms. Subgroup analysis was also performed to find the sources of heterogeneity and inconsistency. Conclusions: To the perceptual-motor method and neuropsychology intervention group were ranked as the best interventions.. However, most of these studies were conducted in Iran, and further studies in different cultural fields and countries can help clarify the issue.