Review the effectiveness of cognitive and metacognitive strategies and SQ4R Methods in reducing test anxiety, increase self-efficacy and academic achievement in high school students

Anxiety as part of every human life one of these areas is tested and evaluated. In reviewing the various common types of anxiety that affects 10 to 30 percent of student. The present studyReview the effectiveness of cognitive and metacognitive strategies and SQ4R Methods in reducing test anxiety, increase self-efficacy and academic achievement in high school students Rodhen city in Iran. The sample consisted of the population of 48 student's randomly selected sampling method and the way randomly in four groups of three experimental groups and one control group were.  To measure research variables from two tools was used: test Anxiety Inventory STAI-Y and self-efficacy Schwartz Scale. For analyzing the data, multivariate analyses of variance (MANOVA) were usedthe results showed that Cognitive strategies, approaches the end of the story, and their combination had a significant effect on students' test anxiety. Self-efficacy scores before and after training, cognitive strategies, approaches the end of the story, and their combination, showed that subjects in the experimental and control groups, there are significant differences. Cognitive strategies, approaches the end of the story, and their combination had a significant effect on students' self-efficacy. According to the findings, it seems that the SQ4R method employed in academic achievement and reduces anxiety has been effective. Average adjusted after the conclusion of the experimental group showed that the greatest impact in reducing anxiety and the combination has created the most progress in academic scores.