فصلنامه روانشناسی شناختی

The purpose of this study was to investigate the relationship between the coping styles, meta-cognitive beliefs and test anxiety by considering the mediating role of coping styles based on the Self-regulatory executive function in the university students. In 2010, 638 students of Tehran’s kharazmi University and Agricultural faculty of Tehran University were selected through Stratified sampling method from October to November. Students completed Coping Inventory for Stressful Situations of Endler and Parker, Test Anxiety Inventory, Metacognitions Questionnaire. In this study the correlational method was used. Spearman correlation test was used to determine the relationship between the variables and the path analysis method was used to determine the contribution of each component. The Results showed that the emotion-oriented and problem-oriented coping strategies had a mediating role in the relationship between the meta-cognition and test anxiety. But avoidance coping strategy had no mediating role in this relationship. Of five dimensions of meta-cognition, only the positive meta-cognitive beliefs and cognitive confidence had a direct effect on the test anxiety. But the effects of other dimensions were indirect. With respect to the results, focusing on the coping strategies and meta-cognitive beliefs can play an important role in the students’ test anxiety. It is suggested that the treatment interventions which are based on the meta-cognition and coping should be considered for treatment of test anxiety disorder.  

The current research was conducted by the aim of studying the moderator role of age, Intelligence, and gender in relation to the Executive functions and reading function of elementary students.The sample included 250 students (124 boys and 126 girls) in elementary level that were selected by Multi-stage cluster sampling method among students of Karaj. Different functions were measured as these: Reading through reading test of Karami-noori and Moradi, intelligence by Raven's Progressive Matrices, working memory by Memory span test, attention by Continuous Performance Test, and planning and inhibition by Behavior Rating Inventory of Executive Functions (brief). Statistical methods of Pearson correlation and regression analysis were used.The correlation results showed that there is a positive and significant relation between executive functions (working memory, inhibition, subjective planning, and attention) and reading. Regression analysis result showed that intelligence and gender have not a moderator role in the relation of executive functions and reading.  But, age had a moderator role in the relation of executive functions and reading. The results of this research was consistent with Miyake's theory that believes executive functions are separate but related to each other, and individual differences of the students in these functions should be considered, because they affect their school performance.