List of Articles Test anxiety

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  1 - The Relationship between Anxiety Sensitivity and Metacognitive Beliefs with Test Anxiety in Student
  sajad taherzade alihasan azizpourian zeynab shakehnia
  The aim of this study was to investigate the relationship between Anxiety sensitivity and Metacognitive beliefs with Test Anxiety among students of Ilam Bakhtar University. The research method in this study is descriptive of correlation. The statistical population of th More

  The aim of this study was to investigate the relationship between Anxiety sensitivity and Metacognitive beliefs with Test Anxiety among students of Ilam Bakhtar University. The research method in this study is descriptive of correlation. The statistical population of this study includes all students of Ilam Bakhtar University that are studying in (1399-1400). Their number is (750). The sample of this study is 256 based on G Power. Students were selected available sampling method. To collect the data, Metacognitive Beliefs Questionnaire (MCQ-30), (Wells & Cartwright-hatton, 2004), Anxiety sensitivity Questionnaire (ASI-R), (Taylor and Cox, 1998) and Test Anxiety Questionnaire (Spilberger, 1980) were used. Pearson correlation coefficient and multivariate regression were used to analyze the data. Findings showed that there is a significant positive relationship between all components of metacognitive beliefs inclouding worry, concerns about uncontrollability and danger,cognitive confidence, need to control thoughts, cognitive self-awareness with test anxiety. Also, There is a significant relationship between anxiety sensitivity and test anxiety in students of Ilam Bakhtar University (r=0.57). Also, the average of regression is significant and the metacognitive beliefs and anxiety sensitivity together can predict 42% of test anxiety. Therefore, it can be conclude that metacognitive beliefs and anxiety sensitivity are important variables in students' test anxiety and the amount of test anxiety increases with increasing anxiety sensitivity and uncontrollability and danger. Manuscript profile
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  2 - The effect of Test Anxiety management training on Mindfulness, Psychological flexibility and Resilience in students with Test Anxiety
  saeideh zahed neda nezhadhamdy mehdi arabzadeh reyhane rahimi Fereshteh Cheraghi
  The purpose of this study was to investigate the effect of test anxiety management training on the mindfulness, psychological flexibility and resilience in students with test anxiety. The design of this study was quasi-experimental with pre-test-post-test and control gr More

  The purpose of this study was to investigate the effect of test anxiety management training on the mindfulness, psychological flexibility and resilience in students with test anxiety. The design of this study was quasi-experimental with pre-test-post-test and control group, and the population of the study included all female high school students in Rasht in the academic year of 2019-2020, who after performing a diagnostic test in order to identify students with test anxiety, the 34 participants were assigned randomly in control and experimental groups of 17. Test Anxiety Questionnaire, Mindful Attention Awareness Scale, psychological flexibility questionnaire and Connor-Davidson Resilience Scale were completed, as the pre-test, by both groups, and after nine test anxiety training sessions, were given again to the groups, as the post-test. The data were analyzed by one-way ANCOVA. The results indicated that test anxiety training is effective to improve psychological flexibility and resilience, but no significant effect was observed on mindfulness. These findings have implicit applications for teachers and educators. Manuscript profile
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  3 - Meta-Analysis of the Effectiveness of Interventions on test anxiety reduction
  Habib Amani دکتر رامین حبیبی کلیبر abolfazl Farid Syavash Sheykhalizadeh
  Test anxiety is one of the most prevalent problems that students encounter in their studies and affects their academic performance. Over the previous decades, researchers to reduce test anxiety have used various therapy interventions. The purpose of the present study wa More

  Test anxiety is one of the most prevalent problems that students encounter in their studies and affects their academic performance. Over the previous decades, researchers to reduce test anxiety have used various therapy interventions. The purpose of the present study was to perform a meta-analysis on the effectiveness of therapy methods in reducing test anxiety of students. The method of the present research was a meta-analysis. The research instrument was a checklist of meta-analysis The statistical population includes available research related to test anxiety between the years of 2009 to 2019, and their report was published. According to the marked entry and exit criteria for the initial research, 100 effect sizes of 75 research were obtained which remained 49 effects after sensitivity analysis. The results showed that behavioral (ES=-1/858), cognitive (ES=-1/860); metacognitive (ES=-1/784) and cognitive-behavioral (ES=-1/985) methods are effective in reducing test anxiety. In addition, Interventions were more effective in reducing test anxiety in girls (ES=-1/952) and collage-students (ES=-2/096). The results of this study can guide researchers and therapists in the field of test anxiety. The results of this study show that effectiveness therapy interventions are in reducing test anxiety but cognitive-behavioral intervention was found to be more effective than other interventions. In addition, Interven-tions had a significant impact on college students. These results can guide researchers and therapists in the field of anxiety test. Manuscript profile