Subject Areas :

سمیرا شجاعی ¹ (دانشجوی دکتری روانشناسی تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران)
هوشنگ جدیدی ² (دکتری روانشناسی تربیتی، استادیار و هیئت علمی گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران)
امید مرادی ³ (دکتری مشاوره خانواده، استادیار و هیئت علمی گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران)
مریم اکبری ⁴ (دکتری روانشناسی کودکان استثنایی، استادیار و هیئت علمی گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران)

Received: 2020-03-11 Accepted : 2020-03-11 Published : 2019-11-22

Keywords: اضطراب امتحان, آگاهی فراشناختی, یادگیری خودراهبر, راهبردهای نظم بخشی شناختی,

References:

ایزدی، احمد ؛ برخورداری، معصومه ؛ شجاعی، زهرا، ؛ ظاهری، مهدیه.(1392). یادگیری خودراهبر در سال های مختلف تحصیلی و ارتباط آن با اضطراب و عزت نفس در دانشجویان پرستاری. آموزش پرستاری دوره 2 شماره 4 (پیاپی 6):80-89.

به پژوه، ا.، بشارت، م.ع.، غباری بناب، ب.؛ فولادی، ف.(1388). تأثیر آموزش راهبردهای شناختی رفتاری بر کاهش اضطراب دانش آموزان دختر دبیرستانی. مجله روان‌شناسی و علوم تربیتی دانشگاه تهران، 39(1)، 3-21.

پورنامداریان، س؛ س، بیرشک، ب؛ اصغرنژاد فرید، ع. ا.(1391). تبیین سهم باورهای فراشناختی در پیش بینی علائیم افسردگی، اضطراب و استرس در پرستاران. دانش و پژوهش در دروانشناسی کاربردی، سال سیزدهم شماره 3(پیاپی 49): 86-94.

حق شناس، ح.، بهره بردار، م. ؛ رحمن ستایش، ز.(1388). کارآزمایی ماهش اضطراب امتحان در گروهی از نوجوانان پیش دانشگاهی. مجله روان پزشکی و روان‌شناسی بالینی ایران، 15(1)، 63-69.

مرادی زاده، یزدان؛ نوری قاسم آبادی، ربابه؛ حسنی، جعفر(1394). نقش باورهای فراشناخت و راهبردهای کنترل فکر در علائم اضطراب امتحان دانش آموزان. Downloaded from jcp.khu.ac.ir at.

مهدوی غروی، م.؛ خسروی، م. و نجفی، م. ( 1391 )، رابطۀ اضطراب امتحان، کمال گرایی و انگیزش پیشرفت با پیشرفت تحصیلی، مجله اندیشه‌های نوین تربیتی، دوره دوم، شماره 3، صص 50 – 31.

موسوی، فرانک؛ بدری، عمران.(1393). رابطه آگاهی‌های فراشناختی با خودپنداره تحصیلی، نگرش نسبت به مدرسه و سازگاری اجتماعی دانش آموزان. فصلنامه علمی- پژوهشی رهییافتی نو در مدیریت آموزشی، 7(1)، پیاپی، 25: 177-192.

Aalayi, Z., & AhmadiGatab, T. (2011). The impact of training cognitive-behavioral strategies on reduction of Test Anxiety in male high school students. European Psychiatry, 26(1), 19-58.

Al-Mekhlafi, A. M. (2018). EFL Learners Metacognitive Awareness of Reading Strategies. International Journal of Instruction, 11(2), 297-308. https://doi.org/10.12973/iji.2018.11220a

Arana, F. G., & Furlan, L. (2016). Groups of perfectionists, test anxiety, and pre-exam coping in argentine students. Personality and Individual Differences, 90, 169–173. https://doi.org/10.1016/j.paid.2015.11.001.

Arsal, Z. (2010). the effects of diaries on self-regulation strategies of pre-service science teachers.International Journal of Environmental & Science Education, 5(1): 85-103.

Association AP.(2018). Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub; http://www.psychiatry.org/practice/dsm/dsm-history-of-the-manual

Brady, S. T., Hard, B. M., & Gross, J. J. (2018). Reappraising test anxiety increases academic performance of first-year college students. Journal of Educational Psychology, 110(3),395–406.

 Braunstein ,L. M,. Gross J. J. and Ochsner , K. N. (2017). Explicit and implicit emotion regulation: a multi-level framework. Social Cognitive and Affective Neuroscience, 12(10), 1545-1557.doi:10.1093/scan/nsx096

Burkam, J. M. (2008). A cognitive-behavioral intervention for test anxiety in high school students. CA: Consulting Psychologist Press.

Chakkaravarthy, K., Ibrahim, N., Mahmud, M., & Venkatasalu, M. R. (2018). Predictors for nurses and midwives’ readiness towards self-directed learning: An integrated review. Nurse Education Today, 69, 60–66. doi:10.1016/j.nedt.2018.06.030.

Clark, D. A., Crandall, J. R., & Robinson, D. H. (2018). Incentives and test anxiety may moderate the effect of retrieval on learning. Learning and Individual Differences, 63, 70–77. doi:10.1016/j.lindif.2018.03.001.

Das, R., Das, G.C. (2013). Math Anxiety: The Poor Problem Solving Factor in School Mathematics. International Journal of Scientific and Research Publications, 3(4), 1-5.

Eum, K. U., & Rice, K. G. (2010). Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety, Stress, & Coping, 24 (2), 167-178.

Eysenck, M. W., Derakshan, N., Santos, R., Calvo, M. G. (2007), Anxiety and cognitive performance: attentional control theory. Emotion, 7, 336-353.

Ghobadi K, Haddadi S, Dadashzade S. Achievement goals prioritization of nursing and midwifery students and its relationship with self-directed learning. Educ Strategy Med Sci 2015; 8(4):223- 229. [Persian]

Gibson, H. A. (2014). A conceptual view of test anxiety. Nursing Forum, 49(4), 267–277.

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Gyurak, A.., Gross, J. J. and Etkin , A..(2011). Explicit and implicit emotion regulation: A dual-process framework. Cognition & Emotion, 25(3), 400-412 (2011) doi:10.1080/02699931.2010.544160

Hofmann, S. G., Sawyer, A. T., Fang, A., & Asnaani, A. (2012). Emotion Dysregulation Model of Mood and Anxiety Disorders: Review: Emotion Dysregulation Model of Mood and Anxiety Disorders. Depression and Anxiety, 29(5), 409–416.https://doi.org/10.1002/da.21888.

Jain, S. (2010). Test anxiety and mathematics anxiety as a function of mediated learning experience and metacognitive skills. Thesis of doctoral philosophy in counselor education, university of Wyoming.

Jazaieri, H., Morrison, A. S., Goldin, P. R., & Gross, J. J. (2015). The role of emotion and emotion regulation in social anxiety disorder. Current Psychiatry Reports, 17(1), 531. https://doi.org/10.1007/s11920-014-0531-3

Kamel, O. M. (2018). The relationship between adaptive/maladaptive cognitive emotion regulation strategies and cognitive test anxiety among university students. International Journal of Psycho-Educational Studies, 7(1), 100–105.

Kastenmeier, A. S., Redlich, P. N., Fihn, C., Treat, R., Chou, R., Homel, A., & Lewis, B. D. (2018). Individual learning plans foster self-directed learning skills and contribute to improved educational outcomes in the surgery clerkship. The American Journal of Surgery, 216(1), 160–166. doi:10.1016/j.amjsurg.2018.01.023.

Kathryn E. Smith, Tyler B. Mason, Nicholas L. Anderson, Jason M. Lavender.(2019)., Unpacking cognitive emotion regulation in eating disorder psychopathology: The differential relationships between rumination, thought suppression, and eating disorder symptoms among men and women. Eatbeh (2018), https://doi.org/ 10.1016/j.eatbeh.2019.01.003.

Kim YH. (2009).Relationship of self efficacy, self directedness and practice satisfaction to clinical practice education in nursing students. Journal of Korean Academy of Fundamental Nursing; 16: 307-315

Knowles, M. S., Holton III, E. F. & Swanson, R. A. 2014. The adult learner: The definitive classic in adult education and human resource development, Routledge.

Kökönyei G, Kocsel N, Király O, Griffiths MD, Galambos A, Magi A, Paksi B and Demetrovics Z(2019) The role of cognitive emotion regulation strategies in problem gaming among adolescents: A nationally representative survey study. Front. Psychiatry 10:273. doi:10.3389/fpsyt.2019.00273.

Levett-Jones TL. (2005).Self-directed learning: implications and limitations for undergraduate nursing education. Nurse Education Today.25: 363-368

Moroz, M., & Dunkley, D. M. (2015). Self-critical perfectionism and depressive symptoms: Low self-esteem and experiential avoidance as mediators. Personality and Individual Differences, 87, 174–179. https://doi.org/10.1016/j.paid.2015.07.044.

Motevalli1, Saeid ,. Roslan, Samsilah Bt. , Sulaiman , Tajularipin.Ghani Hamzah,. Sahandri , Norlizah Che., Hassan & Gholampour Garmjani., Maryam., New Study Skills Training Intervention for Students Who Suffer from Test Anxiety. Asian Social Science.(2013). doi:10.5539/ass.v9n7p8

Otterpohl, N., Lazar, R., & Stiensmeier-Pelster, J. (2018). The Dark Side of Perceived Positive Regard: When Parents’ Well-Intended Motivation Strategies Increase Students’ Test Anxiety. Contemporary Educational Psychology. doi:10.1016/j.cedpsych.2018.11.002.

Parsafar, P., & Davis, E. L. (2019). Divergent effects of instructed and reported emotion regulation strategies on children’s memory for emotional information. Cognition and Emotion, 1–10. doi:10.1080/02699931.2019.1598937

Pitt, V., Powis, D., Levett-Jones, T., & Hunter, S. (2014). The influence of personal qualities on performance and progression in a pre-registration nursing programme. Nurse Educ Today, 34(5), 866-871. doi: 10.1016/j.nedt.2013.10.011

Poorman, S. G., Mastorovich, M. L., & Gerwick, M. (2019). Interventions for test anxiety: How faculty can help. Teaching and Learning in Nursing, 14(3), 186–191. doi:10.1016/j.teln.2019.02.007.

Prinz, J. N., Bar-Kalifa, E., Rafaeli, E., Sened, H., & Lutz, W. (2018). Imagery-based Treatment for Test Anxiety: A Multiple-baseline Open Trial. Journal of Affective Disorders. doi:10.1016/j.jad.2018.10.091

Putwain, D. W., & Pescod, M. (2018). Is reducing uncertain control the key to successful test anxiety intervention for secondary school students? Findings from a randomized controlled trial. School Psychology Quarterly, 33 (2), 283–292.

Putwain, D. W., & Symes, W. (2018). Does increased effort compensate for performance debilitating test anxiety? School Psychology Quarterly, 33(3),

Ramirez, G., Chang, H., Maloney, E.A., Levine, S.C., Beilock, S.L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 81-100.

Rasouli R, Alipour ZM, Ebrahim TP. Effectiveness of cognitive learning strategies on test anxiety and school performance of students. International Journal of Educational and Psychological Researches. 2018;4(1):20. from: http://www.ijeprjournal.org/text.asp?2018/4/1/20/229139..

Sabna E. P. Hameed, A.(2016).Metacognitive Awareness for Ensuring Learning Outcomes among Higher Secondary School Students. IOSR Journal Of Humanities And Social Science (IOSR-JHSS). Volume 21, Issue 4, Ver. II (Apr. 2016) PP 101-106. e-ISSN: 2279-0837, p-ISSN: 2279-0845.

Sadeghi Z, Mohtashami R. Role of Meta-cognition in learning process. Educ Strategy Med Sci 2011; 3(4):143-148. [Persian].

Saeid N, Alinejad M, Godarzi M.The Effects of Cognitive and Meta-cognitive Strategies Training on Self-directed Learning Readiness. MEDIA 2015; 6(1):39-47. [Persian]

Salari far, M; pakdaman, Sh. (2012). Cognitive component of mode in order to save. Journal of Applied Psychology, Year 6, No. 2 (22), Summer, pp. 106-91.

Schweder, S., & Raufelder, D. (2019). Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter? Journal of Adolescence, 73, 73–84. doi:10.1016/j.adolescence.2019.04.004.

Shen, L., Yang, L., Zhang, J., & Zhang, M. (2018). Benefits of expressive writing in reducing test anxiety: A randomized controlled trial in Chinese samples. PLOS One, 13 (2), 1–16.

Spada, M. M., Geurgio, G. A., Wells, A. (2013). The relationship among metacognition attentional control and state anxiety. Cognitive Behavour therapy, 39 (1): 64 – 71.

Strauss, A. Y., Kivity, Y., & Huppert, J. D. (2018). Emotion Regulation Strategies in Cognitive Behavioral Therapy for Panic Disorder. Behavior Therapy. doi:10.1016/j.beth.2018.10.005.

Teasdale, J.D., Segal, Z, Williams, J.M.G., Ridegeway V.A.,Soulsby, J.M., Lau,M.A.(2000). Prevention of relaps recurrence in major depression by mindfulness basedconitive therapy. Journal of conculating and clinical psychology , 68, 615-623.

Thomas A. Fergus, Christine A.(2018). Limbers , Reducing Test Anxiety in School Settings: A Controlled Pilot Study Examining a Group Format Delivery of the Attention Training Technique among Adolescent Students. Beth, https://doi.org/10.1016/j.beth.2018.12.001.

Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55, 40–48.

Tok, H., Ozgan, H., & Dos, B. (2010). Assessing metacognitive awareness and learning strategies as positive predictors for success in distance learning class. Mustafa Kemal University Journal of social sciences institute, 7(14): 123-134

Tran, L., & Rimes, K. A. (2017). Unhealthy perfectionism, negative beliefs about emotions, emotional suppression, and depression in students: A mediational analysis. Personality and Individual Differences, 110, 144–147. https://doi.org/10.1016/j.paid. 2017.01.042.

van den Berg, G,, & Coetzee, L.R. (2014). Academic self concept and predictors of academic achievement. Int. J. Educ. Sci, 6(3), 469-478. IJES-6-3-469-14-295-van-den-Berg-G-Tx[11].pmd

Vanstone, D. M., & Hicks, R. E. (2019). Transitioning to university: Coping styles as mediators between adaptive-maladaptive perfectionism and test anxiety. Personality and Individual Differences, 141, 68–75. doi:10.1016/j.paid.2018.12.026.

Vaz, C. J., Pothiyil, T. D., George, L. S., Alex, S., Pothiyil, D., & Kamath, A. (2018). Factors influencing examination anxiety among undergraduate nursing students: An exploratory factor analysis. Journal of Clinical and Diagnostic Research, 12 (7), 16–19.

von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483- 493. doi:10.1016/j.jad.2017.11.048.

Warshawski, S., Bar-Lev, O., & Bamoy, S. (2019). Role of academic self-efficacy and social support on nursing students' test anxiety. Nurse Educator, 44(1), E6–E10.

Yasmin, M., Naseem, F., & Masso, I. C. (2019). Teacher-directed learning to self-directed learning transition barriers in Pakistan. Studies in Educational Evaluation, 61, 34–40. doi:10.1016/j.stueduc.2019.02.003.

Yazici K. (2018).The Relationship between Learning Style, Test Anxiety and Academic Achievement. Universal Journal of Educational Research. 5(1):61-71. DOI: 10.13189/ujer.2017.050108

Yousefy A, Gordanshekan M. Review on development of Self-directed learning. Iran J Med Educ 2011; 10(5):776-783. [Persian].

Zivcic-Becirevic, I., Guretic, J., & Miljevic, M. (2014). The role of metacognitive beliefs, automatic thoughts during learning and attribution of success in students, test anxiety and academic achievement the journal of social science, 18(1): 119– 136.