Institute of Educational

This study aimed to investigate the effect of attribution retraining on academic procrastination and fear of failure of Semnan high school girl students with test anxiety. This study was applied in terms of purpose and semi-experimental based on the nature and method with pretest-posttest along with a control group. The statistical population included all high school girl students of the second semester of the Semnan high schools. From this population, the fifty people who had the highest score in the Friedman test anxiety questionnaire were selected and randomly assigned to one of the two experimental and control groups. The data collection tool consisted of two standard questionnaires including; fear of failure in Conroy's performance (2001), and Savari's academic procrastination (1392). The results of multivariate analysis of covariance (MANCOVA) showed that the mean of the experimental group in the components of fear of failure and total score of fear of failure and total score of procrastination was significantly lower (P <0.05) than the control group, but there was no significant difference between the two groups in the components of procrastination. The results showed that attribution retraining reduced the fear of failure and academic procrastination. This intervention contributes significantly to the mental health of students and prevents the wastage of social and economic costs of society.

Introduction: The present study aimed to investigate the development of a causal model of communication patterns and perfectionism on test anxiety with the mediating role of learning styles among students.
Methods: The descriptive correlational research method was structural equation modeling. The statistical population included all male first-year high school students in Kermanshah in the academic year 2022-2023 (6578 people), of which 338 were selected using multi-stage cluster sampling. The research tools included the questionnaires of Koerner and Fitner Patrick's family communication patterns (1990), Najarian et al.'s perfectionism (1378), Abolghasemi et al.'s test anxiety (1375), and Kolb's learning styles (2005). Data analysis was performed using Pearson correlation method, structural modeling, partial least squares (PLS) algorithm and software (SPSS) and was analyzed at a significance level of 0.05.
Findings: The findings showed that family communication patterns have a positive and significant effect (p<0.001; β=0.310) and perfectionism has a negative and significant effect (p<0.001; β=-0.257) on learning style. Also, family communication patterns have a negative and significant effect on test anxiety (p<0.001; β=-0.198), perfectionism on test anxiety (p<0.001; β=0.682), and learning style on test anxiety (p<0.001; β=-0.229). Also, the results showed that the indirect effect of the variable of family communication patterns on test anxiety through learning style was equal to (p<0.001; β=0.211) and the indirect effect of perfectionism on test anxiety through learning style was equal to (p<0.001; β=0.215).
Conclusion: Based on the research findings, it can be said that communication patterns, perfectionism, and learning styles play a key role in predicting students' test anxiety, and it seems necessary for counseling and psychotherapy centers to pay more attention to these variables in predicting students' test anxiety.