The relationship between negati̇ve metacognition level and test anxiety

The aim of this research is to examine the relationship between the metacognition levels and the exam anxiety levels of the students of the Faculty of Science and Letters and of an university. In this study, literature review has been done primarily. The researches about metacognition, metacognition models, anxiety, exam anxiety and theories about anxiety disorders have been done. After obtaining the legal permissions; the research has been applied on the undergraduate students of the Faculty of Science and Letters of an university, consisting of 815 students. The sample of the research is 370 university students. The model of the research applied is the general relational screening model. In this study, 10 items form "Westside Exam Anxiety Scale" and 30 items form "Metacognition Scale-30" has been used as data collection tools. In this study, the datas obtained by using "Westside Exam Anxiety Scale" and "Metacognition Scale-30" have been transferred to the computer first. In the analysis of the datas, SPSS program has been used. Analysis of the datas have been carried out using the Kolmogorov-Smirnov Test, Percentage, T Test for Independent Groups, Single Factor Variance Analysis, Pearson Moments Multiplication (Correlation Coefficient), which are descriptive statistical techniques. According to the findings obtained in the research; the "positive beliefs" subscale of metacognition has been found to be positively related to exam anxiety. Also, the finding that as individuals' cognitive confidence scores increased, the exam anxiety increased has been reached. In addition, it is observed that as scores of uncontrollability and danger sub-dimension increased, students' exam anxiety increased. In another hypothesis, there has been no significant relationship between the cognitive awareness scores and exam anxiety. In addition, it has been seen that the exam anxiety increased as the sub-dimension of necessity of the thought control increased. In the last hypothesis, it has been observed that there is a significant relationship between the students' exam anxiety levels and the total metacognition score, and as the metacognition level increased, the exam anxiety increased and there is a positive correlation between the two variables.