Effectiveness of Meta-cognitive Counseling on Test Anxiety Symptoms of Female Students

The aim of the present research was to study the effectiveness of meta–cognitive counseling on test anxiety symptoms of students. The research design was semi-empirical with pretest- posttest، follow-up and control group. The statistical population included all second grade girl students of Isfahan city guidance schools in 2012 (1391s. c.). Form the population، 120 students were selected by cluster sampling method، and they completed the Test Anxiety Inventory. 34 students with highest test anxiety score were assigned randomly in an experimental and a control group (17 students، each group). Every participant in the experimental and the control group completed the Test Anxiety Inventory (Aboulghsemi، et al،. 2009/1388s. c.) in the pretest، posttest and follow-up stage. Meta-cognitive counseling was applied on the experimental group for 9 sessions of one hour each week. At the complession of meta-cognitive counseling program، posttest and then follow-up test (1 month later) were completed by both groups. For analyzing the data، multi- variance and covariance (MANCOVA) were used. Results showed that meta-cognitive counseling has signifintly reduced test anxiety symptoms in the posttest and follow-up stages (P<0. 01).