The mediating role of cognitive engagement in the Effect of of students’ meta-memory dimensions on test anxiety in university students

The aim of this study was to investigate the mediative role of cognitive engagement in effect of between meta-memory dimensions on test anxiety. The research method was descriptive-correlative. The sample group concluded 400 students who were selected by cluster sampling method. The instruments were Terrier and Rich (2002) Multifactorial Questionnaire of Meta-Memory, Camber, Biggs and Liang (2004) Revised Questionnaire of Bifactorial Learning Process (R-LPQ-2F), and Sarasin (1980) Questionnaire of Exam Anxiety. The results of path analysis revealed that deep approach, surface approach, and satisfaction of memory have direct and significant effect on test anxiety. It was also observed that satisfaction of memory has a direct effect on deep approach; and both perceived ability and the use of strategy have direct effects on surface approach. Furtheremore, the results revealed that all three meta-memory dimensions through cognitive engagement (Learning Approaches) have indirect effect on students’ test anxiety. These findings showed that the promotion of meta-memory dimensions and deep learning approaches can improve the students’ test anxiety.