| Abstract | BACKGROUND AND AIM:The cognitive test anxiety is characterized as extreme anxiety that inhibits efficient use through previously acquired
information during the testing and leads to a reduction in success. Furthermore, metacognitive belief is referred to as the brain mechanisms that
incorporate control, monitoring, organization, and evaluation of cognition. As it involves a wide range of activities, psychopathological cognitive
patterns are likely to be derived from maladaptive functioning in metacognition. Recent studies suggested that metacognitive beliefs have a
significant impact on test anxiety. There is concern whether metacognition and cognitive anxiety test is intimately related. Our aim was to
investigate the relationship between cognitive test anxiety and metacognitive beliefs among university students.
METHODS:Three hundred-thirty university students participated in our study. The study was conducted via an online survey, and the snowball
method was applied. Cognitive Test AnxietyScale-Revised (CTAR), Metacognition Questionnaire (MCQ-30), and Socio-demographic scale were
administered. The data were analyzed using descriptive statistics and Pearson correlations, and multiple linear regression analyses were
computed to analyze the relationship between age, test anxiety, and metacognitive beliefs among university students. All participants signed
informed consent, and the study was approved by the ethics committee.
RESULTS:The overall score of MCQ-30 subcategories was positively associated with the CTAR. Pearson’s correlation equation detected positive
correlation between the negative beliefs about uncontrollability and danger (MCQ-NB), cognitive self-consciousness (MCQ-CSC), need to control
thoughts (MCQ-NCT), and cognitive confidence (MCQ-CC) subtests with the CTAR. Results from linear regression analysis yielded a significant
and positive association between MCQ-NB and MCQ-CC subtests.
CONCLUSIONS:Our study revealed that negative beliefs about uncontrollability and danger and cognitive confidence factors may influence
cognitive test anxiety in young adults. These findings point out the importance of implementing a metacognitive intervention for students with
high cognitive test anxiety. Additionally, interventions targeting these factors may help young people manage cognitive test anxiety.
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