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The Role of Metacognition in Test Anxiety above and beyond Depression, Perfectionistic Concerns over Mistakes, Study Skills, and Academic Self-Efficacy

Abstract

The present study was conducted to examine whether metacognition uniquely contributes to test anxiety above and beyond other relevant predictors and to determine the relative contributions of the dimensions of metacognition to test anxiety. Hierarchical multiple regression analyses revealed that metacognition was a significant predictor of overall test anxiety after controlling for depression, perfectionistic concerns over mistakes, study skills, and academic self-efficacy in a sample of 172 undergraduate students. This unique effect of metacognition was also supported on measures of tension, worry, bodily symptoms, and test- irrelevant thinking, the four components of test anxiety. In addition, perfectionistic concerns over mistakes and academic self-efficacy each uniquely contributed to overall test anxiety above and beyond the other relevant predictors, including metacognition. Furthermore, simultaneous multiple regression analyses showed that negative beliefs about the uncontrollability and danger of worry, lack of cognitive confidence, and positive beliefs about worry each uniquely contributed to overall test anxiety after controlling for the other dimensions of metacognition. Negative beliefs about the uncontrollability and danger of worry made the greatest contribution to overall test anxiety. Finally, the clinical implications and limitations of this study are discussed.

keywords
시험불안, 상위인지, 걱정의 통제 불능성/위험에 대한 부정적 신념, 실수에 대한 완벽주의적 염려, 학업적 자기 효능감, test anxiety, metacognition, negative beliefs about the uncontrollability and danger of worry, perfectionistic concerns over mistakes, academic self-efficacy

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