The role of cognitive self-regulation, metacognition and social support in predicting test anxiety

The purpose of this research is to investigate the role of cognitive self-regulation, metacognition and social support in predicting test anxiety. The research method is descriptive of the correlation type, in terms of purpose it belongs to applied research and in terms of nature it belongs to quantitative research. The statistical population includes 1200 students of Mohaghegh Ardabili University in 1402, of which 291 were selected by multi-stage random sampling. To collect data, questionnaires of social support, test anxiety of Friedman and Jacob, and self-regulation questionnaire of Boufard were used. For data analysis, Pearson's correlation coefficient tests and multiple regression analysis were used using Spss software. The findings showed that test anxiety with cognitive self-regulation component (r=-0.690, p<0.01) and metacognitive self-regulation component (r=-0.190, p<0.01) of self-regulation, negative correlation and meaning There is a significant negative correlation with social support with the components of family support (r=-0.390, p<0.01) and friends' support (r=-0.720, p<0.01). The regression results showed that cognitive and metacognitive self-regulation cannot significantly predict students' test anxiety, but social support could significantly predict students' test anxiety. According to the results, it is suggested that universities, educational centers pay special attention to cognitive and metacognitive self-regulation in people in order to control and reduce anxiety, as well as families and friends as a very effective factor in Students' lives should provide the social support they need in order to reduce exam anxiety.