Comparison of the Effecte of Metacognitive Therapy and Dialectical Behavioral Therapy on Students' Educational procrastination and Test Anxiety symptoms in Students

This research was a quasi -experimental. The statistical population of this study included all high school students in Tabriz, in the academic year of 2018-2019 that 45 students who received the test anxiety diagnosis in accordance with the cutoff score in the Sarason Test Anxiety Questionnaire were selected by multi-stage cluster and targeted sampling and they were randomly assigned to two experimental and one control groups(15 people per group). All three groups completed the Sarason Test Anxiety Questionnaire (1975) and Solomon & Rothblum's Academic Procrastination (1984) as pre-test and post-test. The first and second experimental groups received 8 metacognitive therapy group sessions and 8 dialectical behavioral therapy group sessions, respectively and the control group did not receive intervention. Data were analyzed using multivariate and univariable covariance analysis in SPSS.23 software. The results of covariance analysis showed that metacognitive therapy and dialectical behavior therapy affect on academic proclivity and test anxiety symptoms in students with anxiety disorder (p = 0.001), while meta-cognitive therapy is more effective than dialectical behavioral therapy in improving academic procrastination and test anxiety symptoms in students with test anxiety disorder (p = 0.001).