The Effect of Academic Self-Efficacy and Metacognition on Test Anxiety and Academic Help-Seeking Behavior in 3rd Grade High School Boys
Subject Areas : Educational
sharif mombeyni
1
(کارشناس ارشد روانشناسی تربیتی، دانشگاه شهید چمران اهواز، ایران)
gholamhoseyn maktabi
2
(عضو هیأت علمی دانشگاه شهید چمران اهواز، ایران)
naser behrozi
3
(عضو هیأت علمی دانشگاه شهید چمران اهواز، دانشکدۀ روانشناسی و علوم تربیتی، ایران)
Keywords: test anxiety, Metacognition, male high school students, help-seeking brhavior, academic self-efficacy,
Abstract :
The aim of the present research was to investigate the effect of academic self-efficacy and metacognition on test anxiety and help-seeking behavior in 3rd grade high school boys in Ahvaz. The population included the male high school students in the 3rd grade during 2013 academic year 2013-14, 330 students were selected by multistage random sampling method as the sample. Academic Self-Efficacy Scale (Midgley et al. 2000) State Metacognition Inventory (O,Neil & Abedi 1997), Ahvaz Test Anxiety questionnaire (1996) and Help-Seeking Behavior questionnaire (Ryan & Pintrich, 1997) were used to measure variables under study. Multiple regressions were used for data analysis. Results indicated that there is no significant relationship between self-efficacy and metacognition with test anxiety, while self-efficacy and metacognition had significant relationship with help-seeking behavior (P < 0.001).
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