Investigating the role of dysfunctional cognitive processes (anxiety, rumination and intolerance) and focus on test anxiety

Therefore, the present study aims to investigate the role of dysfunctional cognitive processes (anxiety, rumination and intolerance) and focus on test anxiety. It was done.

The present study is applied in terms of purpose and is of correlational type. The statistical population consisted of 500 fourth grade high school male students (participants in the Qalam Chi experimental test). 217 people were selected using Morgan table by multi-stage cluster sampling method. In this study, subjects were given a questionnaire by Pennsylvania Meyer et al. (1990), a Freestone uncertainty intolerance questionnaire (1994), a Huxma and Maru (1991) intellectual rumination questionnaire, a Friedman exam anxiety questionnaire (1997), and a riding skill questionnaire (2015). They answered. Data analysis was performed using SPSS-22 statistical software through Pearson analysis of variance and correlation test.

Statistical findings showed that the mean score of anxiety, rumination, intolerance of indecision and voluntary concentration has a direct and significant relationship with test anxiety, but involuntary concentration has a significant negative relationship with test anxiety. (p <0.05).

Based on the results of this study, we can understand the effect of dysfunctional cognitive processes and focus on test anxiety, so counselors and educational centers should think of solutions for the mentioned variables and focus on these components of students during the preparation period for testing. And provide appropriate solutions.