Meta-Analysis of the Relationship Between Metacognitive Beliefs and Test Anxiety: Empirical Evidence from Iran

Document Type : Research Paper

Authors

1 PhD in Educational Psychology, Department of Educational Psychology, Roudhen Branch, Islamic Azad University, Roudhen, Iran

2 Assistant Professor Department of Knowledge and Information Science, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

10.22099/jsli.2025.8160

Abstract

This study used a meta-analysis method to synthesize and analyze the existing evidence on the relationship between metacognitive beliefs and test anxiety in Iran. It included 17 correlational studies conducted in Iran between 2011 and 2024, all published in Persian. To select studies, criteria such as the use of valid instruments, provision of sufficient data to calculate the effect size, and conducting the study in a correlational manner were considered. The examined sources included articles published in domestic scientific research journals and theses available in the databases of Normags, Magiran, the Comprehensive database of Humanities, Elmnet, Civilica, SID, and Irandoc. After searching based on the relevant keywords and applying inclusion and exclusion criteria, the final studies were selected. The data were analyzed using CMA2 software after screening. The results showed that the combined effect size was 0.821, which is considered high based on Cohen's criterion. Additionally, the effect size was estimated by gender: 0.760 for girls and 0.591 for boys, indicating that the relationship between the variables is stronger in girls than in boys. The findings of this meta-analysis are consistent with theoretical foundations and previous research, confirming that metacognitive beliefs are related to test anxiety.

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Studies in Learning & Instruction
Volume 17, Issue 1
April 2025
Pages 119-138

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History

  • Receive Date: 04 March 2025
  • Revise Date: 08 June 2025
  • Accept Date: 01 July 2025

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