Comparison of the efficacy metacognitive strategies and time management training on test anxiety and academic self-efficacy in Secondary School Female Students

Subject Areas : Educational

leila  shoaei ¹ (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)
alireza  heidarie ² (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)
saeed  bakhtiarpour ³ (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)
parviz  askari ⁴ (Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)

Received: 2019-12-30 Accepted : 2020-10-10 Published : 2021-11-22

Keywords: Metacognitive strategies, test anxiety & academic self-efficacy, time management,

Abstract :

The purpose of this study was to compare of the effect of metacognitive strategies and time management training on test anxiety and academic self-efficacy in Secondary School Female Students. The statistical population of this study included all female student high school Behbahan City in year academic 2018-2019, using a targeted sampling method, 45 of them were selected and randomly assigned to two experimental groups and one control group (each group of 15 Student). To collect data Test Anxiety Questionnaire of Spielberger, Gonzalez, Taylor, Algaze & Anton (1978) and Academic Self-Efficacy Questionnaire of Jing & Morgan (1999). This quasi-experimental study was conducted with a pretest-posttest design with control group. The experimental groups underwent metacognitive strategies (6 sessions 90 minutes) and time management training (7 sessions 60 minutes), but the control group received no training. Data were analysed using covariance analysis. The results showed that metacognitive strategies and time management training was effective to decrease test anxiety and increase academic self-efficacy in students (p<0.01). Also, the results showed that metacognitive strategies had a greater effect than time management training on decrease test anxiety and increase academic self-efficacy in students (p<0.01). It can be used to metacognitive strategies training to decrease test anxiety and increase academic self-efficacy in students..

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