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Putwain, D.W. (2016) Fear Appeals Prior to a High-Stakes Examination Can Have a Positive or Negative Impact on Engagement Depending on How the Message Is Appraised. Contemporary Educational Psychology, 44-45, 21-31.

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• TITLE: The Role of Positive Meta-Cognition and Negative Meta-Cognition on Exam Anxiety of Postgraduate Students

  AUTHORS: Ying Zhang, Suping Cheng, Yuqiu Chen

  KEYWORDS: Test Anxiety, Positive Meta-Cognition, Negative Meta-Cognition, Postgraduate Re-Examination

  JOURNAL NAME: Open Access Library Journal, Vol.7 No.10, October 27, 2020

  ABSTRACT: The present study was for the purpose of testing the role of positive meta-cognition and negative meta-cognition in test anxiety of postgraduate re-examination in Hangzhou Normal University. 206 college students from different cities, who attended postgraduate re-examination in Hangzhou Normal University, were recruited in China. The participants were asked to complete a set of questionnaires to measure their positive meta-cognition, negative meta-cognition and test anxiety before re-examination. The major results of the study were given as follows: model analysis suggested that positive meta-cognition could predict test anxiety more than negative meta-cognition. What’s more, PMCEQ and PMCEQ1 could predict SAI and TAI of test anxiety, whereas MCQ4 and MCQ2 of negative meta-cognition predicted SAI of test anxiety, and MCQ4 of negative meta-cognition predicted TAI of test anxiety. The results showed that positive meta-cognition played a more role in test anxiety than negative meta-cognition.