چکیده:
Objective: The purpose of the present study was to investigate the association of metacognitive
beliefs and perfectionism with test anxiety among students.
Methods: The present study was a cross sectional research. Study population comprised all
male and female students of Kermanshah City. A total of 440 students (200 males and 240
females, aged 17-18 years) in the third or fourth grade of Kermanshah high schools (academic
year 2015-2016) were selected by random cluster sampling method. The data were collected
using test anxiety inventory, metacognitions questionnaire, and multidimensional perfectionism
scale. For analyzing the data, we used analysis of regression method.
Results: There were significant positive correlations between the test anxiety with cognitive
confidence (r = 0.29, P < 0.01), positive beliefs (r = 0.10, P < 0.05), cognitive self-consciousness
(r = 0.35, P < 0.01), uncontrollability and danger of thoughts (r = 0.45, P < 0.01), and need to
control thoughts (r = 0.16, P < 0.05). Also, there was significant positive correlations between
test anxiety with concern over mistakes (r = 0.36, P < 0.01), doubts about actions (r = 0.41,
P < 0.01), parental expectations (r = 0.23, P < 0.01), parental criticism (r = 0.33, P < 0.01),
personal standards (r = 0.40, P < 0.01) and organization (r = 0.16, P < 0.05). Moreover, analysis
of regression indicated metacognitive beliefs and perfectionism are predictors of test anxiety.
Conclusion: Results of this study support the metacognitive model of test anxiety and showed
that people’s metacognitive beliefs have important role in test anxiety. Also, results indicated
perfectionist individuals are vulnerable for test anxiety.
خلاصه ماشینی:
"Metacognitive beliefs have been found to be positively associated with alcohol use (Spada, Georgio & Wells, 2010), smoking dependence (Spada, Nikčević, Moneta, & Wells, 2006), depression (McEvoy, Mahoney, Perini & Kingsep, 2009), obses- sive-compulsive symptoms (Metehan, Tosun, 2008), trait-state anxiety (Delavar et al.
The metacognitive model of anxiety (Wells, 1995, 2009) was developed to explain cognitive processes associated with pathological worry in adults, particularly the role of positive and negative beliefs about worry.
Accordingly, several studies indicated that test anxiety was related to perfectionism in students (Bieling, Israeli, Smith, & Antony, 2003).
Results from a correlation- al study yielded that negative perfectionism was strongly associated with test anxiety (Stoeber, Feast, & Hayward, 2009).
Since perfectionism is defined as a cognitive pattern of expectations characterized by inflexible goals, concerns over mistakes, doubts about actions, high standards (Ka- zemi, 2010), also maladaptive perfectionism involves an excessive concern about falling short of high standards (Arana & Furlan, 2016), there might be a relationship be- tween perfectionism and negative metacognitive beliefs.
Metacognitive questionnaire (MCQ-30) was designed based on metacognitive model by Cartwright-Hatton and Wells (1997) to evaluate individual differences related to positive and negative beliefs in worry and unwanted thoughts, metacognitive monitoring, and judgment of cognitive efficiency.
Frost Multidimensional Perfectionism Scale (FMPS): This is a 35-item scale, which measures 6 different di- mensions of perfectionism: concern over mistakes, doubts about actions, parental expectations, parental January 2017, Volume 5, Number 1 criticism, personal standards, and organization (Frost, Marten, Lahart, & Rosenblate, 1990).
Research evidence indicates that metacognitive beliefs have positive and significant relationships with anxiety and stress (Spada, Georgiou, & Wells, 2010)."