M.A. Thesis:

The relationship of meta-cognitive and motivational beliefs with academic achievement and test anxiety among high school female students of the academic year of 1996-96 in the city of Goghtai

The purpose of this study was to investigate the relationship between metacognitive and motivational beliefs with academic achievement and test anxiety of female high school students in the first academic year of 97-96. This research was a descriptive-correlational research. The statistical population consisted of all female high school students of Jaghtai city who were studying in the academic year 97-98. 292 people were selected by multistage cluster sampling method using Morgan table and to collect data from the Test Anxiety Questionnaire (Abolghasemi et al., 1996), Wells Metacognitive Beliefs Questionnaire (MCQ-30), The Pinteridge and DeGrott Motivational Beliefs Scale (1) and the Academic Achievement Questionnaire of Sarmad et al. (2011) were used. Data were analyzed using Pearson correlation coefficient and multivariate regression analysis in SPSS statistical software. The results showed a significant negative correlation between motivational beliefs with test anxiety, a significant positive correlation between motivational beliefs with academic achievement, and a significant positive correlation between metacognitive beliefs with test anxiety (P <0.01) but with meta-cognitive beliefs. Could not (P?0.05). The results also show that metacognitive and motivational beliefs explain the variance of test anxiety and academic achievement significantly. Results indicated that motivational beliefs predicted test anxiety in negative direction (P <0.01), metacognitive beliefs, test anxiety in positive direction (P <0.01), and motivational beliefs predicted academic achievement in positive direction. But the results indicate that metacognitive beliefs have no significant role in predicting academic achievement (P?0.05). According to the results, it is desirable to pay more attention to these variables in future planning to reduce test anxiety and improve academic achievement.

Keywords: Metacognitive Beliefs, Motivational Beliefs, Academic Achievement, Test Anxiety