The Relationship between Anxiety Sensitivity and Metacognitive Beliefs and Test Anxiety among Students

The purpose of this study was to investigate the relationship between anxiety sensitivity and metacognitive beliefs with test anxiety in students. The population of the study consisted of all high school students in Naghadeh city in the academic year of 2016-2017. 290 students were selected through multi-stage random cluster sampling. To collect data, the test anxiety scale, meta-cognition questionnaire and anxiety sensitivity questionnaire were used. Pearson correlation coefficient and regression analysis were used to analyze the data by SPSS ver. 21. The findings showed that there is a significant relationship between metacognitive beliefs, anxiety sensitivity, and test anxiety (0.01). Also, the result of regression analysis revealed that approximately 21% of the test anxiety variance was predicted based on the metacognitive beliefs and anxiety sensitivity variables. Therefore, it can be concluded that with increasing metacognitive beliefs and anxiety sensitivity, the amount of test anxiety is increased. In other words, metacognitive beliefs and anxiety sensitivity are important variables in students' test anxiety.