The relationship between cognition and self-efficacy beliefs, test anxiety fourth year high school students

This study aimed to determine the relationship between cognitive beliefs and self-efficacy and test anxiety in secondary school students at Public Schools in Tonekabon city.  The statistical population included all fourth-year female students in public schools at TonekabonThat 180 students were selected as sample by using random clustering sampling. Tools of the research were, Inventory cognitive beliefs, self-efficacy and test anxiety. According to appropriate validity, reliability coefficient was obtained .75, .85, .94.  A research method is a descriptive and correlation type and used for the analysis of data obtained included mean, standard deviation, frequency table, diagram and inferential statistics that include Pearson correlation coefficient and Regression equation. The results showed that: There isn't a relationship between positive beliefs about worry and anxiety in test in students. There isn't a relationship between consciousness cognitive and anxiety in a test. There is a positive relationship between trust cognitive and anxiety in test in students. There is a positive relationship between negative beliefs about the uncontrollability of treatment and anxiety in test in students. There is a positive relationship between beliefs about the need to thought of control anxiety in test in students. There is a negative relationship between self-efficacy and anxiety in test in students. Thus, the number of cognitive beliefs, awareness of learning, curriculum, examination and self-education increase, on the positive side, also reduced exam anxiety and even a person responds to exam calmly and gets a good result.