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Introduction: Test anxiety is a universal phenomenon that affects the educational functions of millions of students for years. Considering high prevalence of that and the negative affection on educational functions of students, several methods have been developed to reduce that. So this research aims at surveying the effect of time man-agement on reducing test anxiety of stud-ents. Materials & Methods: In this experimental studies, with the Test Anxiety Question-naire (TAI) on first grade high school, 60 students were identified with test anxiety condition and randomly put into the exper-imental and control groups. The experi-mental group received 10 sessions of time management education and the control group did not receive any intervention. All data were analyzed by using of the SPSS statistical software, version 16, and the statistical test, single variant co-variance (ANCOVA(, was applied. Findings: The findings showed that, time management training had a significant eff-ect on the students' test anxiety. Because the achieved significance level of F (29.294) with the 1 and 54 degrees of freedom is less than 0.05. So the difference of anxiety sco-res between the control and test groups was significant, and with the confidence 95%, it could say that the time management trai-ning was effective in reducing the test an-xiety. Due to eta squared value, the effect was %35, approximately. Discussion & Conclusion: The time manag-ement training could be used as a new method to reduce test anxiety in high school students. The conduction of further resea-rches is necessary to collect time manag-ement training programs in accordance with the needs of students.

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Introduction: Test anxiety is an educational problem frequently experienced by college students. Almost every student who takes a test feels some anxiety, but for some, the feeling is so intense that it affects their performance. With respect to the important role of test anxiety on the students' academic achievement and psychological well being, the purpose of this research was to test the effect of neurotic perfectionism on test anxiety considering the mediating role of avoidant coping. Materials & Methods: This correlation study was performed during second educational semester (2012-2013). 150 girl students in Shahid Chamran university of Ahvaz who selected randomly filled Test Anxiety Inventory(TAI), Ahvaz perfectionism scale(APS) and Coping Inventory for Stressful Situations( CISS-21). A regression analysis was used to analyze the data. The indirect effects were tested using Baron & Kenny (1986) method. Findings: Findings indicated that the proposed model fit the data properly. The results also supported the mediating role of avoidant coping in the relationship between neurotic perfectionism and test anxiety. Discussion & Conclusion: According to the results, it seems that high neurotic perfectionism and avoidant coping strategy exist among students with test anxiety. Therefore, these variables have the eligibility to be considered in research, especially in the treatment.

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Introduction: The present study aims to compare the effectiveness of meta-cognitive intervention, along with Meichenbaum’s self-instructional approach, in the reduction of meta-cognitive beliefs of students suffering from test anxiety.

Materials & methods: This was a quasi-experimental study with pre-test and post-test scheme and control group. The statistical population consists of all female students with test anxiety from public high-schools in the city of Ilam and in the academic year 2014-2015. First, one of the girls' high schools in the city of Ilam was randomly chosen and the anxiety test was performed for 500 students. Then, 45 students who were diagnosed with test anxiety, were randomly distributed in two test and one control group. 8 sessions of therapeutic interventions was performed on the test groups, while the control group didn’t receive any intervention. Spielberger’s anxiety test and Wels’s meta- cognitive belief test was performed in order to identify people with test anxiety and to assess meta-cognitive beliefs, respectively. Data were analyzed using analysis of covariance.

Findings: The obtained results indicate that meta-cognitive therapy has been more effective compared to self-instructional and the control group in terms of the following components: “positive beliefs about worry”, “need for control”, and “negative beliefs about uncontrollability and danger of worry”, and no significant difference was observed between the self-instructional and control groups.Also,meta-cognitive therapy and self-instructional groups were more effective than the control group in terms of “cognitive self-consciousness”.

Discussion & Conclusions: Meta-cognitive therapy can be used to reduce meta-cognitive beliefs in people with test anxiety.