en Anxiety and Stress پژوهشي Research Article <span style="line-height:normal"><span style="unicode-bidi:embed"><span sans-serif=""><b><span lt="" optima="" std=""><span style="color:black">Background and Objective: </span></span></b><span lt="" optima="" std="">This study aimed to predict math anxiety based on task self-efficacy, knowledge, and cognitive regulation in female students.</span></span></span></span><br> <span style="line-height:normal"><span style="unicode-bidi:embed"><span sans-serif=""><b><span lt="" optima="" std=""><span style="color:black">Materials and Methods:</span></span></b> <a name="_Hlk114163646"><span lt="" optima="" std="">The statistical population in this</span></a><span lt="" optima="" std=""> descriptive-correlational study included all female first-grade high school students (n=510) in Tuyserkan City of <a name="_Hlk114165030">Hamedan, Iran, in the academic year </a>2018-2019, <a name="_Hlk114165082">of whom 217 students </a>were selected as the sample using multi-stage cluster sampling method. Data collection tools <a name="_Hlk114165153">included</a> the Usher and Pajares Mathematics Self-Efficacy Scale, Abolghasemi Mathematical Exam Anxiety Scale, and Meta-cognitive Beliefs Questionnaire of Schraw and Dennison. Pearson correlation coefficient and simultaneous multiple regression model were used to test the research hypotheses. Data were analyzed using SPSS software (version 20).</span></span></span></span><br> <span style="line-height:normal"><span style="unicode-bidi:embed"><span sans-serif=""><b><span lt="" optima="" std=""><span style="color:black"><span style="letter-spacing:.1pt">Results:</span></span></span></b> <span lt="" optima="" std="">The results of the analysis indicated a positive and significant relationship between meta-cognitive (cognitive knowledge and cognitive regulation) beliefs and <a name="_Hlk114165461">students&rsquo;</a> mathematical task self-efficacy with mathematical anxiety. <a name="_Hlk114165525">However</a>, the models of meta-cognitive beliefs and mathematical self-efficacy could not predict the students&rsquo; mathematical anxiety. In addition, each variable of meta-cognitive belief and mathematical self-efficacy alone could not explain the mathematical anxiety <a name="_Hlk114165600">in students.</a></span></span></span></span><br> <span style="line-height:normal"><span style="unicode-bidi:embed"><span sans-serif=""><b><span lt="" optima="" std=""><span style="color:black">Conclusions: </span></span></b><span lt="" optima="" std="">Based on the findings of the present study and <a name="_Hlk114165700">those obtained in </a>the previous studies, it can be concluded that students with high self-efficacy can control their anxiety in anxious situations better than those with low self-efficacy.</span></span></span></span> Knowledge and Cognitive Regulation, Mathematical Anxiety, Metacognitive Beliefs, Task Self-Efficacy 110 116 http://ajnpp.umsha.ac.ir/browse.php?a_code=A-10-310-2&slc_lang=en&sid=1 Tahereh Haghtalab haghtalab3553@yahoo.com 10031947532846005993 10031947532846005993 Yes Assistant Professor, Department of Psychology, Faculty of Economics and Social Sciences, University of Bu-Ali Sina, Hamedan, Iran. Azam Torkashvand 10031947532846005994 10031947532846005994 No Master of Educational psychology, Hamadan Branch, Islamic Azad University, Hamadan , Iran Farhad Karvan f.karvan@iauh.ac.ir 10031947532846005995 10031947532846005995 No Hamadan Branch, Islamic Azad University, Hamadan, Iran Nikinaz Zarabian nikinaz.zarabian@gmail.com 10031947532846005996 10031947532846005996 No Master of Clinical Psychology, Faculty of Medical Science, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran