The Mediating Role of Maladaptive Cognitive Emotion Regulation Strategies in the Relationship between Metacognitive Beliefs and Test Anxiety

The purpose of this study was mediating role of maladaptive cognitive emotion regulation strategies in the relationship between metacognitive beliefs and test anxiety.

The method of this study was descriptive -correlational. The whole secondary school students in Tehran city in academic year 1401-1400 were constituted the statistical population of this study. 456 people from this statistical population were selected randomly by convenience sampling and participated in this study. The instruments were test anxiety inventory of Aboighasemi and et al (1375), metacognitions questionnaire for children of Bacow and et al (2009)) and cognitive emotion regulation questionnaire (CERQ) of Garnefski and Kraaij (2006). Data were evaluated and analyzed with the use of Pearson’s correlation and Structural Equation Model (SEM) by SPSS-24 and AMOS.

Results showed that metacognitive beliefs and maladaptive cognitive emotion regulation have significant direct and indirect relations with test anxiety in students (p<0.05). Also, maladaptive emotion regulation mediate the relationship between metacognitive beliefs with test anxiety in students (p<0.05).

To the result, focusing on the metacognitive beliefs and maladaptive cognitive regulation emotion can play on important role in student test anxiety. More interventions based on metacognitive and cognitive emotion regulation-based interventions in treatment for pathological test anxiety are suggested.