Investigating The Mediating Role of Cognitive Emotion Regulation Strategies in The Relationship Between Metacognitive Beliefs and Learning Anxiety

The aim of this study is to investigate the mediating role of adaptive and maladaptive strategies of cognitive emotion regulation in the relationship between metacognitive beliefs and learning anxiety. The present study is a correlational method. The statistical population encompasses male and female high school students in Shiraz in the academic year of 2019. In this study, 253 students (131 girls and 122 boys) are selected using multistage cluster sampling, and evaluated using the Pekrun Learning Anxiety Questionnaire, Garnefski et al.’ Cognitive Emotion Regulation Questionnaire, and Wells et al.’ Metacognition Questionnaire. The results of the structural equation modeling exhibit that positive metacognitive beliefs and negative metacognitive beliefs predicted the strategy of maladaptive emotion regulation. Furthermore, negative metacognitive beliefs predict adaptive emotion regulation and maladaptive emotion regulation strategies predict learning anxiety. Correspondingly, the results of the structural equation analysis modeling indicate that the maladaptive emotion regulation mediates the relationship between the metacognitive beliefs and learning anxiety.