Predicting Test Anxiety Based on the Use of Cognitive and Metacognitive Strategies among Female High School Students

Predicting Test Anxiety Based on the Use of Cognitive and Metacognitive Strategies among Female High School Students G. Ahghar, Ph.D. The use of cognitive and metacognitive strategies can reduce test anxiety. To determine the extent to which this is done, a random sample of 610 female high school students was given two questionnaires on anxiety and learning/studying strategies. Data analyses revealed that the great majority of the sampled students (over 87%) are suffering from moderate to high levels of anxiety, with the worrying component playing a stronger role than the excitability component. Just as the metacognitive strategies are better predictors than the cognitive ones. Nevertheless, students using these strategies experience less test anxiety. Key words: test anxiety, worry, excitability, cognitive strategies, metacognitive strategies, self-regulation, evaluation