Compilation of the test anxiety model based on self-directed learning and metacognitive awareness components by mediating cognitive-emotional ordering strategies

The present research aimed to study modeling of test anxity based on Self directed learning and metacognitive awreness with Regard to the mediator role of cognitive emotion regulation strategies and effectiveness of the model on reducing test anxity of second high school girls of Ilam.

The present was a correlational (structural equation). The statistical population consisted of all female secondary school students of Ilamin 1396-97 academic years and 356 of whom were selected as the sample through random sampling metod. Data was collected by Self directed learning Fishr ,King & Tague Questionnaire(2001), test anxiety of Spilberger (1980), cognitive emotion regulation questionnaire of Garnovskii et all (2005) and metacognitive awareness questionnaire for reading strategies of mokhtari and Richard (2002) questionnaire. The data were statistically analyzed using AMOS.

The result showed that the research conceptual model fits the collected data and the path coefficient between variables is significant.In addition, all research questions except metacognitive Awareness on cognitive emotion regulation strategies are significant and approved at a level of 0.05.

Due to the prevalence of exam anxiety the use of these results has important implications in the field teaching cognitive emotion regulation strategies and meta cognitive awareness in preventing test anxiety and promote the mental health of students.