The Role Of covid‐19 anxiety, Worry And Negative Metacognitive Beliefs In Predicting Learning Anxiety of Student In the Covid-19 epidemic

Coronaviruses are a large group of viruses that can infect animals and humans and cause respiratory disorders and cause many psychological problems.

The aim of this study was to evaluate The Role Of covid‐19 anxiety, Worry And Negative Metacognitive Beliefs In Predicting Learning Anxiety of Student In the Covid-19 epidemic.

This is a descriptive study and was performed by correlation method. The statistical population of the study included all female high school students in Isfahan in the academic year 2020-2021. Using voluntary sampling method, 507 people were selected as the sample. Participants were asked about the Corona Disease Anxiety Inventory (Alipour et al., 2017), Metacognitive Beliefs (Wells, 1997), Pennsylvania Anxiety (Mir, Miller, & Metzger, 1990) and Learning Anxiety (Pekran, Goetz, & Perry, 2002, 2005). Published online, they responded. Data were analyzed by Pearson correlation and multiple regression using SPSS24 software.

The results showed that there was a significant positive relationship between anxiety, negative metacognitive beliefs and covid‐19 anxiety with students' learning anxiety (P <0.001). The results of regression analysis also showed that 28% of the variance of learning anxiety is predicted by Covid-19 anxiety, metacognitive negative beliefs and anxiety (p < 0.001, R = 0.53 and R2 = 0.28). Covid-19 anxiety also had greater role in predicting and explaining learning anxiety.

These results show the practical implications of designing the interventions required during the Covid-19 epidemic and consequences such as learning anxiety in students.