Metacognitive Skills, Academic Success and Exam Anxiety as the Predictors of Psychological Well-being

İsa Yücel İşgör

Abstract


The purpose of this research was to investigate the predicting effect of high school students’ metacognitive skills, exam anxiety and academic success levels upon their psychological well-being in a provincial center with a medium-scale population in Eastern Anatolian Region. The research group included totally 251 high school students including 149 females and 102 males between 14 and 19 years old.  Psychological Well-Being Scale, Metacognitive Skills Scale, and Personal Information Form were used in the research. According to the results, it was determined that there was a positive significant relationship between psychological well-being and metacognitive skills and academic success average, and a negative significant relationship between psychological well-being and exam anxiety. It was also specified that there was a negative significant relationship between exam anxiety and metacognitive skills, and a positive significant relationship between metacognitive skills and academic success average. Finally, metacognitive skills, exam anxiety and academic success average were noticed to be significant predictors of psychological well-being.  In this model, it was revealed that success average explained =.30 of psychological well-being, academic success average and metacognitive skill explained =.46 of the variance together, and the triple model including academic success average, metacognitive skill and exam anxiety explained =.57 of the variance.


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DOI: https://doi.org/10.11114/jets.v4i9.1607

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Paper Submission E-mail: jets@redfame.com

Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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