The Relationship between Meta Cognitive Beliefs and Student's Test Anxiety Coping Styles, Given the Role of Ambivalent Attachment

This study was conducted to examine the relationship between meta cognitive beliefs and female students’ test anxiety coping styles by considering the role of ambivalent attachment. In a correlative study, 202 female students in the third grade of Yazd’s middle school were selected by random cluster sampling and then completed the Spielberger Anxiety questionnaire, Meta cognitive Beliefs Questionnaire and Collins and Raid attachment questionnaire. Pearson's correlation test and regression analysis were used to analyze the data. The present study showed that there was a positive relationship between test anxiety and cognitive beliefs, avoidant coping style, emotional-based coping style and ambivalent attachment. Also there was direct and significant relationship between meta cognitive beliefs and avoidant coping style, issue-oriented copying style, emotional-based coping style and ambivalent attachment. Emotional coping styles were also positively and significantly oriented with ambivalent attachment. Results of the step by step regression analysis showed that meta cognitive beliefs explained 27% of the variance the test anxiety by themselves, while the coping style along with meta cognitive beliefs explained approximately 32% of the variance of test anxiety and if ambivalent attachment added to meta cognitive beliefs and coping style, 34% of the variance of test anxiety can be explained approximately. Due to the effectiveness of the proper use of coping styles in dealing with the test anxiety, the necessary trainings in this area can prevent the students from being challenged by the test anxiety which could have many negative effects on their performance. Also parents as those having a role in the formation of their children’s attachment should undergo necessary training.