Background: Nowadays, one of the principal difficulties faced by educational systems worldwide is anxiety, a mental problem,
which is evidently difficult to be endured by many students and leads to various types of mental and physical disorders or reduction
of educational efficiency, and has gained attention of sociologists for its consequent psychological, social, and economical impacts.
Objectives: The current study aimed at predicting exam anxiety based on meta-cognitive beliefs and learning methods among high
school students of Bandar Abbas.
Methods: The study population included 351 students (197 males and 154 females), who were selected randomly by the cluster approach
and answered the research tools including Meta-Cognitive Beliefs Questionnaires (MCQ-30), Learning methods questionnaires
of Marton and Saljoo (1996) and also test anxiety questionnaire of Alpert and Haber (1960). The study plan was correlativedescriptive.
Pearson simple correlation coefficient, multi variable regression, and multi variable variance analysis were used to
analyze the obtained data.
Results: The study results indicated that there was a positive significant relationship between meta-cognitive beliefs and exam
anxiety, a negative significant relationship between profound learning and learning methods and exam anxiety, and a positive significant
relationship between smattering learning method and exam anxiety. The regression exam results also revealed that metacognitive
beliefs and smattering learning methods could positively predict and determine exam anxiety in students. A significant
relationship was observed between meta-cognitive beliefs in females and males, and female students showed greater intention and
interest toward meta-cognitive beliefs thanmales, however, no significant difference was observed between learning methods and
exam anxiety in females and males.
Conclusions: It was concluded from the study results that profound learning methods lead to the reduction of exam