بررسي رابطه باورهاي فراشناختي مختل با موفقيت تحصيلي دانش آموزان داراي اضطراب امتحان

The Relationship of Destruction Meta-Cognition Beliefs with Academic Achievement of Students With Test Anxiety

The aim of present research was examine of· relationship between destruction metacognitive beliefs and academic achievement of students with test anxiety. For this purpose, 243 girls and boys subjects with test anxiety of 900 students of guidance schools ofNoshar city were determined as the sample of study. For gathering the data, Meta-cognition Questionnaire and Test Anxiety Inventory were used. The grade point average were calculated for the student academic success. The results showed that destruction metacognitive beliefs is related to academic achievement in the students with test anxiety (r=0.2l, P <0.05). The destruction meta-cognitive beliefs is related to intensity of test anxiety (r=0.19, P<0.05). The result of multiple regression showed that 11 percent of variance the academic achievement is explained by meta-cognitive components. The results revealed that the increasing of destruction meta-cognitive beliefs decreases academic achievement.