جستجوی مقالات مرتبط با کلیدواژه « اضطراب امتحان » در نشریات گروه « پزشکی »

One of the most common problems of nursing students in the clinical environment and Objective Structured Clinical Examination (OSCE), is anxiety and lack of accuracy, which can lead to negative effects on their learning and performance. Considering the simplicity and cost-effectiveness of aromatherapy, the present study aims to the effect of lavender aromatherapy on the accuracy, exam anxiety, and performance of nursing students in OSCE.

This clinical trial study was conducted on 60 undergraduate nursing students under the OSCE in 2022. Eligible students who met inclusion criteria were recruited by convenience sampling and then were allocated randomly with the random sequence generation software, to intervention (n=30) and control groups (n=30). The intervention included aromatherapy with lavender essential oil with 100% purity for 10 minutes. Toulouse- Pieron Attention questionnaire, Sarason's test anxiety, and performance checklist were used in this study. Data were analyzed using descriptive and inferential statistical methods by SPSS version 26 statistical software.

The results indicated a significant decrease in the average exam anxiety score with P = 0.03 and a significant improvement in accuracy with P < 0.001 after aromatherapy in the intervention group. Also, the results of the independent t-test showed that after the intervention, there was a significant difference in the average exam anxiety score with P = 0.02 and accuracy with P < 0.001 between the intervention and control groups. Meanwhile, the average performance score of the students' grades was not significant between the two groups.

Considering the positive effects of inhaling the scent of lavender in improving the accuracy and reducing the anxiety of the nursing students' exam, the use of this low-cost program, with easy access and without complications, is recommended along with other methods.

The aim of this study was to evaluate the effectiveness of mindfulness-based stress reduction program on reducing psychosomatic symptoms and test anxiety in the University entrance exam candidates.

Methods and Materials: 

The present study was an experimental study with pre-test and post-test design with a control group. The statistical population included the senior female high school students in Bonroud district of Isfahan province in the educational year (2020-2021), who were selected by multi-stage random cluster sampling method and among students who had high anxiety scores (1 standard deviation above average). 12 students were randomly assigned to the experimental group and 12 students were randomly assigned to the control group. The experimental group underwent mindfulness-based stress reduction program intervention for 8 sessions. The control group did not receive any intervention. TAI test anxiety (Abolghasemi et al., 2006) and psychosomatic complaints (Takata and Sakata, 2004) questionnaires were used to collect data. The collected data were analyzed using statistical methods of Analysis of Covariance. Participants were allowed to leave the study whenever they wished. The informed consent form was completed by the individuals before the study began.

The results of ANCOA analysis showed that the experimental intervention could significantly reduce test anxiety (P<001) and reduce psychosomatic symptoms (P<001) in students of the experimental group.

According to the findings, it can be concluded that mindfulness-based stress reduction program has been able to have a positive effect on reducing test anxiety and psychosomatic symptoms in the University entrance exam candidates.

The phenomenon of math disorders is an important educational problem. The expected incompetence in mathematics hinders academic performance or activities of daily living, and the resulting problems go beyond disorders related to any sensory or neurological impairment. The risk of expressive language and mixed language disorders is higher in children with math disorders than in other children, leading to anxiety and academic failure. On the other hand, one of the reasons for students' failure in various exams is high anxiety. They have been unable to regulate their emotions, and all of these factors ultimately lead to the lack of development of these children. As achievable capabilities, executive functions can affect the emotional self–regulation ability and control of test anxiety. This study aimed to investigate the effectiveness of executive function training in regulating excitement and test anxiety in female students with math learning disabilities.

The research method was quasi–experimental with a pretest–posttest design with a control group. The statistical population comprised all female students with learning disabilities referred to the Rehabilitation Training Center for Special Learning Disabilities in Islamabad Gharb City, Kermanshah Province, Iran, in 2019. They had learning disabilities in mathematics based on their counseling and psychological records. Their number was 112. Among the female students with math disorders, 30 eligible students were selected by available sampling method. Then, they were randomly assigned to the intervention and control groups. The inclusion criteria were being a girl, having normal intelligence, and having a math disorder. The exclusion criteria were low intelligence score, learning disability, and not attending all sessions. For collecting data, we used Iran Mathematical Test Key–Math (Mohammadesmaeil and Hooman 2002), the Affective Style Questionnaire (Hofmann and Kashdan, 2010), and Test Anxiety Inventory (Abolghasemi, 1996). The intervention group received "executive function training" for 10 weeks. During this period, the control group did not receive any intervention. After the end of the intervention, the relevant training course was held in the same center as the control group. The research data were analyzed with descriptive statistics (mean and standard deviation) and inferential statistics (independent t test, Fisher exact test, multivariate and univariate covariance analysis) at a significance level 0.05 in SPSS version 24.

The results showed that executive functions training had a significant effect on improving emotional self–regulation ability (p<0.001) and reducing test anxiety (p=0.002) of students with math learning disabilities in the experimental group.

Teaching executive functions in schools is very effective in solving problems of emotional self–regulation ability and reducing test anxiety of students with math learning disabilities, and its use is recommended to teachers and school counselors.

 One of the educational system's concerns is the learners' anxiety. Exam anxiety is considered an emotional reaction or state of stress that occurs before and during the test, and many students feel it is a threat. In the process of students' academic activity, in addition to exam anxiety, other factors can adversely affect their academic performance. One of these factors is academic vitality. On the other hand, the stress of exam anxiety is higher in students who can tolerate less turbulence. One of the new approaches to students' academic and psychological health is emotional self–regulation training. Emotional regulation is the process by which individuals consciously regulate their emotions and respond appropriately and quickly to the demands of the environment. This study aimed to evaluate the effectiveness of emotional self–regulation training on academic vitality and disturbance tolerance in male students with exam anxiety.

 The method of the present study was quasi–experimental with a pretest–posttest design and a control group. The statistical population consisted of all male students with exam anxiety studying in the first grade of high school in Shahid Majid Meshkani Boarding School in Khoshab City, Iran, in 2021. Among them, 30 qualified individuals were included by available sampling and randomly assigned to research groups (15 in the experimental group and 15 in the control group). The inclusion criteria were as follows: willingness to participate in the research, resident of Khoshab City, suffering from exam anxiety based on the cutoff score of 40 in Spielberger's Test Anxiety Inventory, and lacking specific physical and mental illness according to the clinical interview. The exclusion criteria were reluctance to participate in the research, absence of more than two sessions from the intervention program, and simultaneous participation in other therapeutic or educational sessions. The research instruments for data collection were the Test Anxiety Inventory (Spielberger et al., 1980), the Academic Vitality Questionnaire (Dehghanizadeh & Hossein Chari, 2012), and the Turbulence Tolerance Scale (Simon and Gahr, 2005). Only the experimental group received emotional self–regulation skills using the Gross model in eight 90–minute sessions. Multivariate and univariate analyses of covariance were employed to analyze the data. All of these tests were performed at a significant level of 0.05 in SPSS software version 21.

 The results showed that, after removing the effect of the pretest, there were significant differences in the posttest scores in the disturbance tolerance variable (p<0.001) and the subscales of absorption (p<0.001), evaluation (p<0.001), adjustment (p<0.001), and academic vitality variable (p<0.001). Considering the eta square, 0.447 of the changes in disturbance tolerance, 0.303 of the absorption changes, 0.270 of the evaluation changes, 0.330 of the adjustment changes, and 0.356 of the academic vitality changes were caused by the effect of emotional self–regulation training.

 According to the research findings, emotional self–regulation training is useful for improving the academic vitality and stress tolerance of male students suffering from test anxiety, and this intervention can be used to increase stress tolerance and academic vitality.

Painting therapy has been widely used and although it has yielded positive results in clinical practice, it has rarely been researched. Therefore, the aim of this research was to determine the effectiveness of painting therapy based on mindfulness on emotional expression in female students with test anxiety disorder.

The present study was a quasi-experimental research and the statistical population of the research was all female students in the middle school in the 9th district of Tehran during the academic year 2021-2022, among which 30 girls (15 girls in both the control group and the experimental group) were selected using convenience sampling method and random assignment. The experimental group was trained in painting therapy based on mindfulness (10 sessions of 60 minutes). The control group did not receive any training. In this study, the Test Anxiety Inventory of Abolghasemi et al., the Emotional Expression Questionnaire of King and Emmons, and the Mindfulness-Based Painting Therapy Protocol of Seyedesmaili Ghomi et al. were used to collect data. Descriptive statistics (mean and standard deviation) and multivariate analysis of covariance were applied to analyze the data.

The results showed that painting therapy based on mindfulness was effective in modulating emotional expression in the post-test phase (p<0.001). The eta square showed that 0.681 of the variance of positive emotion expression, 0.632 of the variance of intimacy , and 0.695 of the variance of negative emotion expression were caused by the experimental conditions.

Based on the findings of the present research, it is recommended to use painting therapy based on mindfulness as a psychological intervention to improve the mental and physical conditions of children with test anxiety.

Exam anxiety is one of the most important characteristics in students' learning disabilities and psychological capital enables students to, in addition to better coping with stressful situations, in Have high power against problems. The aim of this study was to model the structural relationships between self-efficacy, psychological capital and academic anxiety of high school students in Babol.

The method of this study was correlational. The statistical population of all high school students in the academic year 1398-1399 in the city of Babol included 15,300 students and the number of statistical samples based on the Cochran's formula was 375 people who were randomly selected into clusters. To measure the variables of self-efficacy, psychological capital and test anxiety, Lutans et al.'s (2007) Psychological Capital Questionnaire and Sarason and Mendler (1952) Test Anxiety Questionnaire were used, respectively.

The results showed that the path coefficient between hope and test anxiety (P <0.001, β = 0.14) was negative and significant, the path coefficient between optimism and test anxiety (P <0.001, 0.07 - = β) negative and significant, path coefficient between resilience and test anxiety (P <0.001, -0- 26.26) negative and significant and path coefficient between self-efficacy with test anxiety (P <0.001) , Β = -0.31 was negative and significant.

Based on the findings of this study, self-efficacy and components of psychological capital have an effect on reducing students' exam anxiety and cause students to be psychologically prepared for the exam.

Behavioral incompatibility of students is currently one of the concerns of the educational system. The aim of this study was to determine the effectiveness of commitment-based treatment and acceptance on academic procrastination and behavioral maladaptation of students with test anxiety.

The present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study consisted of all seventh-grade male students in the District 2 of Kerman in the academic year 2019. Thirty students were selected as the research sample and randomly assigned to the experimental and control groups (15 in each group). First, Sinha and Singh’s Behavioral Adjustment Questionnaire and Solomon and Rothblum’s Academic Procrastination Questionnaire were administered as a pretest in both groups. Then, the treatment based on acceptance and commitment was performed in the experimental group for 2 months. The control group did not receive any treatment. Data were analyzed using MANCOVA.

The mean (standard deviation) of academic procrastination in the pre-test stage was 77.39 (5.74) in the experimental group and 76.79 (5.66) in the control group, and in the post-test stage it was 54.82 (5.12) in the experimental group and 74.25 (6.94) in the control group (p<0.001). Also the mean (standard deviation) of behavioral incompatibility in the pre-test stage was 48.15 (7.04) in the experimental group and 49.12 (6.37) in the control group, and in the post-test stage it was 35.87 (5.12) in the experimental group and 48.29 (6.61) in the control group (p<0.001).

Considering the effectiveness of commitment and acceptance therapy, it is recommended to be used to improve and reduce academic procrastination and behavioral maladaptation of students with test anxiety.

Test anxiety is an important educational problem that affects students's mental health, efficiency, talent development, personality formation, and social identity. For students to achieve academic success, the search for effective methods to reduce test anxiety is vital. One of the coping strategies for test anxiety is mindfulness–based cognitive therapy, which is to pay attention to the present without judgment to calm the mind and body in stressful situations. Also, using methods based on working memory training is one of the new methods to reduce the symptoms of test anxiety, including attention and concentration. No research in Iran has so far compared the effectiveness of the two mentioned methods. Therefore, this study aimed to evaluate and compare the effectiveness of mindfulness–based cognitive therapy and working memory improvement on reducing test anxiety in high school male students in recognizing the best way to reduce test anxiety.

This research was quasi–experimental with a pretest–posttest design with a control group. The study populations comprised all first–grade high school students in Tehran in 2017–2018. The inclusion criteria comprised having test anxiety, an IQ greater than 90, using the Raven IQ test to control the non–interference of IQ in the research, and completing the consent form. Atotal of 45 students were selected for three groups of working memory improvement, mindfulness–based cognitive therapy, and control group (each group for 15 persons). Each experimental group received 8 one–hour sessions of interventions. The research tool was Test Anxiety Scale (Sarason, 1980), in which all students were assessed before and after interventions. To describe the data, we used descriptive statistics indicators (mean and standard deviation) and to analyze the data, univariate covariance analysis and Bonferroni post hoc test in SPSS 24 at a significance level of 0.05.

Findings showed that both interventions (mindfulness–based cognitive therapy and working memory improvement) had significant effects on reducing test anxiety (p<0.001). The effect size was equal to 0.74, which shows that group membership explained 74% of the changes in test anxiety. However, the size effect of mindfulness–based cognitive therapy was higher than working memory improvement (p<0.001).

According to the research findings, two methods of mindfulness–based cognitive therapy and working memory improvement significantly reduce students' test anxiety. However, comparing the methods, the effectiveness of mindfulness–based cognitive therapy is greater.

Test anxiety is a disturbing response that occurs in threatening situations related to student performance appraisal, so test anxiety is associated with poor academic performance. The focus of test anxiety is doubt about self–performance and self–efficacy and concern about the consequences, significantly reducing the student's ability to cope with the problem–solving situation and his/her inability. The greater the anxiety in this case, the lower the academic self–efficacy. The experiences that students face during their school years, such as test anxiety and their performance at the time of assessment, not only affect their sense of self–efficacy but also shape their sense of self–efficacy and competence. In turn, it may affect academic achievement. Learning self–regulation stems from the interaction of learning strategies and motivational beliefs (self–efficacy). Cognitive strategies of cognitive learning strategies are strategies that improve the learner's ability to process information more deeply, transfer and use information in new situations, and lead to enhanced learning and learning continuity. This study aimed to determine the effectiveness of cognitive strategies education on test anxiety and perceived self–efficacy of female high school students.

The research method was quasi–experimental with a pretest–posttest and 3 months follow–up design with a control group. The statistical population included female high school students in Tehran in 2019, and 28 people (for each group) were selected using the available sampling method from eligible individuals based on the cut–off score of 50 on the Test Anxiety Questionnaire (Abolghasemi et al., 1996). After the homogenization of the study field, they were randomly divided into experimental and control groups. The inclusion criteria were as follows: not receiving interventions such as self–efficacy by the school counselor, providing informed consent, and being willing to cooperate with teenagers and their families in this research. The exclusion criteria were as follows: the non–cooperation of the family and students during the treatment and the number of absent sessions of more than two sessions. The study tools included the Self–Efficacy Scale (Sherer et al., 1982) and Test Anxiety Questionnaire (Abolghasemi et al. 1996). Five sessions of cognitive strategies education for the experimental group were run and no intervention was presented for the control group. To describe the data, the statistical methods of frequency and percentage, mean and standard deviation were used in the present study. Also, the repeated measures of analysis of variance and Bonferroni's post hoc test were used to analyze the data in SPSS version 22 software. The significance level of the tests was considered 0.05.

In the present study, cognitive strategies education to the experimental group reduced test anxiety (p=0.002) compared to the control group. Also, the mean test anxiety during the study time showed a significant difference between the experimental and control groups (p<0.001). Cognitive strategies education for the experimental group increased the perceived self–efficacy (p<0.001) compared to the control group. Also, the mean perceived self–efficacy during the study time showed a significant difference between the experimental and control groups (p<0.001). The comparison of the averages of the pretest with the posttest (p<0.001) and pretest with follow–up (p<0.001) was significant for the test anxiety variable. Also, the positive effect of cognitive strategies training in the experimental group and the persistence of this effect in the follow–up phase was significant (p<0.001). The averages of the pretest with posttest (p<0.001) and the pretest with follow–up (p<0.001) were significant for the self–efficacy variable. Also, the positive effect of cognitive strategies training in the experimental group continued in the follow–up phase (p=1.000).

Teaching appropriate cognitive strategies tries to increase students' learning and understanding and concentration. Therefore, it improves the performance of students; thus, students' exam anxiety decreases and increases self–efficacy.

The most important mission of schools and universities is to educate talented and elite human resources to conquer and reach the peaks of knowledge and provide a vision of progress and innovation for societies. However, these educational institutions depend on holding exams to assess students' knowledge levels in different stages to achieve a higher degree of education or to issue an academic certificate. This issue has made exams a barrier to achieving the desired job in students' academic success. Therefore, the present study investigated the effectiveness of an integrated intervention program based on self–directed learning and cognitive emotion regulation strategies in reducing test anxiety in female high school students in Ilam City, Iran.

The present study was quasi–experimental with a pretest–posttest design with a control group. The study population consisted of all female high school students in Ilam who were studying in the 2017–2018 academic year. Because at least 15 people are recommended for each study groups in the experimental methods, 30 students with a high test anxiety score were selected by purposive sampling. First, 5 schools were chosen as the sample from all schools in Ilam City. From these 5 schools, by referring to the schools and explaining the researcher about the study to the school principal and teachers, one school that measures students' test anxiety according to teachers and the school's principal was selected. Then, 30 students were chosen as the sample. Fifteen students were assigned to two groups: experimental and control groups. Finally, by observing ethical considerations and stating the research objectives, permission from the students was obtained to participate in the research. After consenting to participate in the study, the experimental group took part in ten 90–minute sessions for 5 consecutive weeks (two sessions per week). The integrated training program included self–directed learning and cognitive emotion regulation strategies. The control group received no intervention. Students answered the Spielberger (1970) questionnaire to collect data before and after the intervention. The obtained data were analyzed using the covariance analysis in SPSS version 23 software at a significance level 0.05.

According to the results, the average test anxiety in the experimental group decreased from 36.40 in the pretest to 30.06 after the intervention of the integrated program based on self–directed learning and cognitive emotion regulation strategies. To perform an analysis of covariance, its assumptions were first examined. The results of Levene's test for homogeneity of variance of test anxiety variable (F=0.01, p=0.97) showed no significant difference in the variance of the groups. Therefore, the assumption of the equality of variance is established. The results of the homogeneity of the regression slope between the pretest and posttest scores in the groups for the test anxiety variable (F=2.15, p=0.154) show that the regression of the homogeneity of the regression slope is not significant, so the group–pretest assumption is approved. Therefore, the regression homogeneity assumption is established, and it can be ensured that the data of this study meet the assumptions underlying the analysis of variance. Also, the data in Table 2 show the results of univariate analysis of covariance on the mean posttest scores of dependent variables with pretest control in experimental and control groups. Therefore, teaching integrated programs based on self–directed learning and cognitive emotion regulation strategies has a reducing positive and significant effect on test anxiety (F=4.42, p= 0.001).

According to the research results, a combined program of self–directed learning and cognitive emotion regulation strategies can be used as a suitable intervention method to reduce students' test anxiety. Therefore, this method can be recommended to school principals and teachers to reduce students' anxiety.

Test anxiety is an important factor that negatively affects nursing student's success during the education process. Concerning the prevalence of test anxiety among students, this study was conducted to determine the effect of aromatherapy on test anxiety among nursing student in Islamic Azad University, Karaj branch 2019.Materials &

 This single blinded randomized clinical trial consisted of last year nursing students (n=60) at faculty of nursing and midwifery, Islamic Azad University Karaj Branch. Participant randomly divided into the experimental and control groups. In pre-test, demographic data and Sarason anxiety questionnaires were filled by all students. Then inhalation aromatherapy was performed for students in the experimental group. The control group received no intervention. After 15 minutes, sarason test anxiety questionnaire was filled by two groups again. The collected data were analyzed by the statistical tests (i.e. χ2, paired t-test, independent sample t-test and analysis of covariance) using SPSS 18.

 The results showed a statistically significant reduction in the anxiety score in the both group. The rate of decrease in anxiety score in the control and treatment group was 1.13 and 3.8 respectively (p-value=0.029 and p-value<0.001). Furthermore the results of analysis of covariance showed, the amount of anxiety score before treatment have great effect on the anxiety score after treatment (p-value<0.001) also the treatment have little effect on the anxiety score (p-value=0.049).

The result showed, aromatherapy may be an effective method to reduce test among nursing students. Using aromatherapy in testing environments for students who have test-related anxiety may be a good option to help students. Further evaluation is needed to correlate the impact of aromatherapy on anxiety before a definitive conclusion can be drawn.

Test anxiety is one of the common problems among students, which, in addition to creating educational problems, causes behavioral problems among them. Exam anxiety is associated with several factors and there are various methods in this regard. According to the performed examinations, all so the factors associated with the test anxiety are students' procrastination Resilience Programs and Educational boredom in Students. The purpose of this study was to compare the effectiveness of various programs (optimism, emotional regulation and mindfulness) in reducing the procrastination Resilience Programs and Educational boredom in Students with anxiety tests.

Anxiety.This study is a experimental pre-test, post-test with control group. The statistical population includes all male high school students of Turkmenchay who study in year's of 95-96 that includ453 students. After performing Sternberg's anxiety test on students and identifying people who had high scores that include 100 students,they were also interviewed for diagnosis. after interviewed,92 students as a experimental sampel selected and as a final sampel remaind 83students before  collapse. Of the following,  four groups were selected after the examination and implementation of the test and the interview. They were randomly selected in the groups and a pre-test was performed on the students' procrastination and Educational boredom Resilience rate. In this regard, each group was exposed to one of the methods of optimistic learning, mindfulness, and excitement. There was no training for the control group. After 8 sessions, the training program of each group was compared with each other and the control group. The results of the pretest and posttest groups were compared to the students' fluctuations and analyzed through multivariate covariance analysis and bonferroni test using software (SSPS).in this research used Solomon& Rothblum (1984) Academic procrastination scal and Connor& Davidson(2003) resilience scal and Reijseger&co worker (2013) boredom scale and the training program  are Gratz& Gunderson, (2006) emotion regulation and Seligman(2009)optimism training program and Bowen,Chawala & Marlatt (2011), Mindfulness-based training According to the results, The results of the pretest and posttest groups were compared to the students' fluctuations and analyzed through multivariate covariance analysis using software (SSPS).

In the present study, the results show the effectiveness of the three methods of training in decreasing procrastination,and effectiveness of the optimistic learning and mindfulness technique in decreasing boredom, but neither of the three methods of training nor the effectiveness in increasing academic resilience of student

The results of this study show that the effectiveness of optimism training programs, emotional regulation and mindfulness in decreasing procrastination is the subject of this study. However, as discussed in the first chapter, these methods have not been compared with each other. In the present study, the results show the effectiveness of the three methods of training in decreasing procrastination, but among these methods, the method of training for emotional regulation is the most significant difference in mean, the greatest effect, and then the optimism method and, finally, mindfulness,and effectiveness of the optimistic learning and mindfulness technique in decreasing boredom, but neither of the three methods of training nor the effectiveness in increasing academic resilience of student.

The aim of this study was to compare the effectiveness of systematic desensitization and expressive desensitization on general anxiety and exam anxiety in students.

The present study was a quasi-experimental study with a pre-test-post-test design and the statistical population was all high school students referred to a private psychology clinic in Mashhad in the first half of 2020 (suffering from generalized anxiety disorder with comorbid exam anxiety disorder) using the Cochran statistical formula 20 people with systematic desensitization method and 20 people with expressive desensitization method and 20 people in the control group were randomly assigned. The treatment was performed in 11 sessions of 90 minutes, weekly and individually for all individuals (except the control group) by the first author (with 8-month follow-up). Measurement tools included the Beck-II Anxiety and the Sarason exam Anxiety Questionnaires. Statistical analysis of data was performed using SPSS-23 software.

Multivariate analysis of covariance showed that systematic desensitization and expressive desensitization methods were effective in improving exam anxiety in the post-test and follow-up phase (8 months) (p <0.001) and also between the two experimental groups in post-test and follow-up scores (8 months) exam anxiety did not show a significant difference (p> 0.05). The results also showed that the expressive desensitization method significantly improved the general anxiety among subjects (p <0.001), but there was not observed a significant difference between the two groups of systematic desensitization and control group in the post-test and follow-up scores (8 months) (p <0.05).

expressive desensitization is an effective and new way to improve general anxiety disorder with and without correlation of exam anxiety.

Anxiety is one of the common characteristics of today's life and is due to various reasons, one of which is a university exam. The purpose of this study was to determine the exam anxiety model of the university students based on cognitive and metacognitive categories. The research method is of a Quantitative research based on the correlation approach. The statistical research institute includes undergraduate students from the state universities of Bushehr in the academic year 1399-1398. The sample size of the research is sampled for 250 people A proportional random was selected. In order to collect data from the Friedman anxiety question The Welsh Vahton's metasognitive beliefs questionnaire and Gilander co-workers' Cognitive fusion Questionnaire were used. The results showed that metacognitive beliefs are effective in the anxiety of the students' exam. Metacognitive beliefs are significant in cognitive fusion. Cognitive anxiety affects students' anxiety. All of them are significant Surface (α =0.05).

Education is a significant part of the lives of children and young people. Besides, evidence suggests that the process of education and life in school is a source of stress and anxiety for students. Exam anxiety reduces students' productivity and causes mental and emotional harm. Exam anxiety in educational settings concerns physiological, emotional, cognitive, motivational, and environmental processes; thus, test anxiety threatens students' self–esteem and academic performance. Research indicated that two training approaches could help students reduce anxiety. Metacognitive and mindfulness–based cognitive therapy plays an essential role in informing individuals about thoughts, behaviors, emotions, and feelings. Accordingly, the higher the cognitive abilities of learners, the more successful the learning process will be. In other words, the learner must play an active role in learning. Furthermore, they must learn to evaluate their learning. Thus, the present study aimed to compare the effects of mindfulness–based cognitive therapy and metacognitive therapy on students' test anxiety.

This was a quasi–experimental study with pretest–posttest and a control group design. The statistical population was 220 students with test anxiety referring to counseling centers in Kerman Province, Iran, in 2019. The research sample consisted of 45 subjects who were selected by considering the minimum sample in experimental designs and qualified volunteers and were randomly divided into three groups of experimental and control (n=15/group). The study's inclusion criteria were no acute psychological disorders (at the discretion of the psychologist), obtaining parental satisfaction, and the ability to participate in training sessions. The study's exclusion criteria included unwillingness to continue training, presenting acute psychological disorders, and unwillingness to participate in training sessions. In the pretest and posttest stages, the Test Anxiety Questionnaire (Friedman and Bendas–Jacob, 1997) was run for all participants. For one experimental group, ten 45–minute metacognitive therapy sessions were performed. 8 60–minute mindfulness–based cognitive therapy sessions were conducted for the other experimental group. No intervention was performed for the control group. Descriptive statistics (frequency, percentage, mean, & standard deviation), also, Chi–squared test, univariate analysis of Covariance (ANCOVA), and Bonferroni post hoc test were applied in SPSS at the significance level of d 0.05 to analyze the obtained data.

The current research results indicated that respecting test anxiety, the difference between the two experimental groups, including metacognitive therapy and mindfulness–based cognitive therapy, and the control group was significant (p<0.001); however, no significant difference was observed between the two experimental groups (p=1.000). Accordingly, the effect of both interventions on reducing students' test anxiety was the same.

Based on the research findings, metacognitive therapy and mindfulness–based cognitive therapy effectively reduced test anxiety and created a significant improvement in reducing test anxiety symptoms in students. Therefore, these methods can be applied to improve students' academic performance and mental health with test anxiety.

Test anxiety is a disturbing response that occurs in threatening situations related to student performance appraisal. Thus, test anxiety is associated with poor academic performance. The focus of test anxiety is doubt about self-performance and self-efficacy and concern about the consequences; it significantly reduces the student's ability to cope with the problem-solving situation and his inability. The greater the anxiety in this case, the lower the academic self-efficacy. Furthermore, anxiety is an unpleasant experience that will affect an individual's beliefs, attitudes, and motivations. Students' experiences during school years, such as test anxiety and their performance at the time of assessment, affect their sense of self-efficacy and shape their sense of self-efficacy and competence. In turn, it may affect academic achievement. The development of metacognitive strategies leads to the learner's perception of competence and self-efficacy. Therefore, this study aimed to determine the effects of metacognitive education on test anxiety and perceived self-efficacy in female students.

This was a quasi-experimental study with pretest-posttest-follow-up and a control group design. The study's statistical population included female high school students in Tehran City, Iran, in 2019. Accordingly, 28 eligible individuals (per group) were selected using the convenience sampling method. Next, they were divided into the experimental and control groups by the block randomization of the field of study. The study's inclusion criteria included not receiving simultaneous intervention directly or indirectly to reduce test anxiety, informed satisfaction, and willingness to cooperate by the adolescents and their families in this study. The exclusion criteria were family's non-cooperation during treatment and absence from more than two sessions. Tools included the Self-Efficacy Scale (Sherer et al., 1982) and Test Anxiety Questionnaire (Abolghasemi et al., 1996). Five 120-minute metacognitive training sessions were performed for the experimental group; however, no intervention was provided for the control group. Moreover, the obtained data were analyzed using descriptive statistics (frequency, percentage, mean, & standard deviation) and inferential statistics, including repeated-measures Analysis of Variance (ANOVA) and Bonferroni post hoc test in SPSS at the significance level of 0.05.

The obtained results indicated the effects of intervention in the experimental group on test anxiety and perceived self-efficacy as significant (p<0.001). The effect of time on test anxiety and perceived self-efficacy was significant (p<0.001). The effect of time and group on test anxiety and perceived self-efficacy was significant (p<0.001). The collected results also suggested the difference between the mean scores of the pretest and posttest (p<0.001), as well as pretest and follow-up (p<0.001) concerning test anxiety and perceived self-efficacy. The continuity of the effect of intervention in the follow-up stage for the mentioned variables was also observed in the experimental group (p=1.000).

Based on the current research findings, metacognitive education effectively reduced test anxiety and increased the perceived self-efficacy among female third-grade high school students.

Anxiety is among the most frequent problems in students. In addition to creating academic problems, it may also generate behavioral complications. Test anxiety could be induced by several reasons, such as environmental (e.g., school and family environment & peers), and intrapersonal characteristics. Overlooking the contributing factors that induce test anxiety can lead to individual and social risks for students and families, including high financial costs, academic failure, and learning disabilities. Therefore, it is essential to address this issue. The present study aimed at determining the mediating role of academic self–efficacy and self–esteem in the relationship between learning styles and test anxiety in Iranian 11th–grade female students.

This was a correlational study. The study population consisted of all 11th–grade female students living in Tabriz City, Iran, in the 2019–2020 academic year. The study sample consisted of 430 students who were randomly selected in 3 stages. Initially, the third district out of 5 educational districts was randomly selected. Next, 5 schools were randomly selected from this area. Finally, volunteer eligible students were selected as the research sample. The inclusion criteria included female gender; no mental health disorders; willingness to participate in the study; residing in Tabriz City, and not receiving pharmacotherapy for biopsychological conditions. The study participants who failed to complete the questionnaires were excluded from this study. Data collection tools were the Test Anxiety Questionnaire (Abolghasemi et al., 1996), Academic Self–Efficacy Scale (Midgley et al., 2000), Kolb Learning Style Inventory (Kolb & Kolb, 2005), and Rosenberg Self–Esteem Scale (Rosenberg, 1965). Gender, grade, and age were considered as the control variables. For statistical analysis, descriptive statistical procedures (e.g., mean & SD), and inferential statistics, including Spearman's rank correlation coefficient were employed in SPSS. To assess the model's goodness of fit, structural equations were conducted using AMOS via the asymptotic distribution–free procedure. This is because the obtained data were not normally distributed and this procedure was not sensitive to the abnormality of distribution. The significance level of all tests was set at 0.05.

Based on the Spearman test data, there was no relationship between self–esteem, visual learning style, reflective observation, and experimentalism (p>0.05). There was a positive relationship between academic self–efficacy and self–esteem (r=0.26, p<0.001). There was a negative relationship between test anxiety and visual learning style (r= –0.53, p<0.001); a positive and significant relationship between test anxiety and abstract learning style (r=0.52, p<0.001), and a positive and significant relationship between test anxiety and experimental learning style (r=0.39, p<0.001). The goodness of fit results revealed that the direct effect of learning styles was not significant on self–esteem (β=–0.02, p=0.67). The direct effect of self–esteem was significant on academic self–efficacy (β=0.19, p=0.001). Learning styles significantly impacted academic self–efficacy (β=–0.14, p=0.006). Academic self–efficacy significantly influenced test anxiety (β=0.13, p=0.001). Additionally, the effect of self–esteem was significant on test anxiety (β=–0.07, p=0.04); learning style also presented a significant effect on test anxiety (β=0.62, p=0.001). The indirect effect of self–esteem on test anxiety was not significant (p=0.500); neither was the total effect of self–esteem on test anxiety (p=0.486). The indirect effects of learning styles were not significant on test anxiety either (p=0.517). The total effect of learning styles was also insignificant on test anxiety (p=0.482). Furthermore, the study results revealed that the research model had acceptable goodness of fit (AGFI=0.96, RMSEA=0.054).

Teachers and school counselors can reduce students' test anxiety by improving their academic self–efficacy as well as experimental, abstract, and objective learning styles.