The role of metacognitive beliefs in predicting pathological worries in students with test anxiety

Metacognition is a multi-dimensional concept. It includes knowledge, processes, and strategies to appraise, monitor, and control cognition. The aim of this research was to investigate the relationship between pathological worries and metacognitive beliefs in students with test anxiety. Using cluster-random sampling, 670 students (355 males and 315 females) were selected from among high school students of Tabriz. The subjects were asked to answer demographic questions and the Penn State Worry Questionnaire (PSWQ) and Spellberger Anxiety Test questionnaire as well as Wells and Cartwright metacognitive questionnaire. The data were analyzed by Pearson’s correlation coefficient and multivariate regression analysis. The results showed a significant and positive correlation between metacognitive beliefs and pathological worries and test anxiety. In other words, individuals with higher scores in metacognitive scale revealed worse pathological worries and test anxiety. There was also a significant correlation between total scores of both scales and scores on uncontrollability, positive beliefs, cognitive confidence and the need to control thoughts and cognitive self-consciousness (P<0.01). Metacognitive beliefs are suggested to be effective factors in students’ general health. Also, it is possible to promote students’ mental health by changing metacognitive beliefs which enhance maladaptive and negative thinking styles or general negative beliefs.