Presenting the Exam Anxiety Model Based on Thinking Styles and Learning Styles with the Mediation of Academic Self-Efficacy

Considering that anxiety, especially test anxiety, has a decisive role in people's learning and performance, the investigation of factors affecting it has been discussed by researchers, therefore; The aim of the current research is to provide a model of exam anxiety based on thinking styles and learning styles with the mediation of academic self-efficacy.

The current research method is descriptive and correlational. For the research, a sample size of 400 people was selected in a multi-stage cluster. To collect information from Ahvaz Anxiety Scale Questionnaire, Learning Styles Questionnaire (ILS), Sternberg and Wagner's list of thinking styles and Scherer's general self-efficacy questionnaire were used. Path analysis method and Imus program were used to analyze the findings.

The results of the path analysis showed that learning styles and thinking styles play a predictive role on test anxiety with the mediation of self-efficacy.

It seems that the presented model has a good fit and both learning styles and thinking styles have a decisive role on exam anxiety with the mediation of test anxiety.