The mediating role of metacognitive beliefs in the relationship between goal orientation and the students' test anxiety.

Document Type : Research Article

Authors

Abstract

Introduction: The main purpose of the present study is the investigation of mediating role of metacognitive beliefs in the relationship between goal orientation and students' anxiety in the tests.
Methods: The methodology of this study is descriptive correlational. The sample of population included students of Payam-e-Noor University in Eghlid (Fars Province) during the years 1392-93. In this study, a 160-case sample was selected based on simple random sampling. The measuring instruments included metacognitive beliefs questionnaire, goal orientation questionnaire and test anxiety questionnaire. Using simultaneous correlation coefficient and multiple regression analysis and Baron and Kenny's pattern (1986), data were analyzed by the use of spss-19. 
Results: The results of the study indicated that orientation of tendency performance and that of escaping performance have directly the power of predicting test anxiety. In addition, goal orientation has directly the power of predicting metacognitive beliefs, such as tendency performance orientation on negative beliefs, cognitive trust, cognitive awareness and uncertainty on controlling thoughts. 
Conclusion: The findings showed that reinforcing mastering and learning orientations, which are dependent on cognitive and metacognitive strategies, can decrease of students' test anxiety. 

Keywords

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 6, Issue 11
December 2018
Pages 1-20

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