Metacognitive beliefs predict test anxiety and examination performance

Test anxiety is common among university students and impairs examination performance. Existing interventions for test are not particularly effective. Prior to developing an effective intervention, the key psychological beliefs that predict need be identified. Two transdiagnostic models, intolerance of uncertainty (IU) Self-Regulatory Executive Function (S-REF) propose different result in emotional disorder, with about emphasized IU model, metacognitive S-REF model. This study examines if anxiety, and, relationship between these performance mediated by anxiety. Undergraduates ( n = 134) completed self-report questionnaires at two time points, approximately 3 months apart. At Time 1, during term time, participants measuring their beliefs. 2, a measure “state” immediately before examination. were significantly positively correlated but regression analyses found only belief domain “negative uncontrollability danger worry” predicted The was worry dimension Overall, appear Modification context well-being or skills program could reduce ultimately improve academic