بررسی رابطه راهبردهای فراشناختی خواندن با اضطراب امتحان در دانشجویان بهداشت حرفه‌ای

Introduction: The previllage of metacognitive knowledge enables the learner's to involve in every moment of their learning activities and the points for which&nbsp;&nbsp; their work&nbsp; &nbsp;progresses and identifies strengths and weaknesses. At the present, the majaroty of academic failures occure &nbsp;on learners because they &nbsp;attempt to learn &nbsp;through inefficient methods. This study aimed to investigate the relationship between test anxieties with metacognitive strategies. Methods: The research design of this study was Canonical Correlation. The sample of this study &nbsp;included 39 health professional students who were selected by census method using Cochran formula. Metacognitive reading strategies and test anxiety questionnaires &nbsp;were completed by students. In this study, data were analyzed &nbsp;by software SPSS 20 and Pearson correlation &nbsp;where canonical analysis was used. Results:The data indicate&nbsp; three sets of canonical correlation dimension, metacognitive reading strategies are significantly correlated with test anxiety (The relationship of the second set 0.57, P<0.001; the relationship of the second set 0.43, P<0.001; and the relationship of the third set 0.09, P<0.004). These results indicate that students who use cognitive learning strategies experience less test anxiety. Conclusion: &nbsp;Using metacognitive strategies by students can be influenced by test anxiety and in many cases they prevent&nbsp; test anxiety&nbsp; leading to the progress and academic success.