The role of predicting exam anxiety based on the motivation of progress and self-regulated learning of female students of the first secondary school in Zarghan city.

The purpose of the present study was to predict exam anxiety based on the motivation of progress and self-regulated learning of female students of the first secondary school in Zarghan city.research

The current research was applied in terms of purpose and descriptive in nature and correlation type. The statistical population of the current research included all female students of the first secondary school in Zarghan city in the academic year of 1401-1401. The statistical sample of the current research included female students. It is the first year of secondary school in Zarghan city, which was selected using cluster random sampling method from among the first secondary schools of two schools and 3 classes from each school were selected as a sample. The measurement tools in this research include three questionnaires: exam anxiety, progress motivation and self-regulated learning. To analyze the data, descriptive statistics methods (mean and standard deviation) and Pearson's correlation coefficient and multivariate regression were used at the inferential level simultaneously.

There is an inverse and significant relationship between exam anxiety and overall progress motivation (r=0.55, ρ>0.01). There is an inverse and significant relationship between exam anxiety and general self-regulated learning (r=0.41, ρ>0.01).

Progress motivation and self-regulated learning can predict students' test anxiety. Self-regulated learning dimensions can predict students' test anxiety. The dimensions of achievement motivation are able to predict students' test anxiety.