Study of Meta-Cognitive Beliefs and Learning Methods and Their Relationship with Exam Anxiety in High School Students Bandar Abbas City, 2014

Motazed Keyvani, Ghazal; Mousavi, Seyed Asghar; Dehghani, Yousef

doi:10.5812/ajnpp.44070

Volume 3, Issue 3 (August 2016) Avicenna J Neuro Psycho Physiology 2016, 3(3): 79-86 | Back to browse issues page

‎ 10.5812/ajnpp.44070

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Motazed Keyvani G, Mousavi S A, Dehghani Y. Study of Meta-Cognitive Beliefs and Learning Methods and Their Relationship with Exam Anxiety in High School Students Bandar Abbas City, 2014. Avicenna J Neuro Psycho Physiology 2016; 3 (3) :79-86
URL: http://ajnpp.umsha.ac.ir/article-1-78-en.html

Study of Meta-Cognitive Beliefs and Learning Methods and Their Relationship with Exam Anxiety in High School Students Bandar Abbas City, 2014

Ghazal Motazed Keyvani

¹, Seyed Asghar Mousavi²

, Yousef Dehghani³

1- Department of Educational Sciences, Bushehr Branch, Islamic Azad University, Bushehr, Iran , motazedkeyvani@yahoo.com
2- Department of Psychology, Jam Branch, Islamic Azad University, Bushehr, Iran
3- Department of Psychology, Persian Gulf University, Boushehr, Iran

Abstract: (1842 Views)

Results: The study results indicated that there was a positive significant relationship between meta-cognitive beliefs and exam anxiety, a negative significant relationship between profound learning and learning methods and exam anxiety, and a positive significant relationship between smattering learning method and exam anxiety. The regression exam results also revealed that meta-cognitive beliefs and smattering learning methods could positively predict and determine exam anxiety in students. A significant relationship was observed between meta-cognitive beliefs in females and males, and female students showed greater intention and interest toward meta-cognitive beliefs than males, however, no significant difference was observed between learning methods and exam anxiety in females and males.

Keywords: Meta-Cognitive Beliefs, Learning Methods, Exam Anxiety

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Article Type: Research Article | Subject: Special
Received: 2016/06/18 | Accepted: 2016/08/15 | Published: 2016/08/27

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