The Impact of Anxiety Thoughts, Frustration Tolerance, and Learning Strategies on Test Anxiety Among Female High School Students

Abstract

Objective: The present study aimed to examine the impact of anxiety thoughts, frustration tolerance, and learning strategies on test anxiety among female high school students in their second year.

Methods and Materials: The research was descriptive-correlational in nature. The statistical population included all female high school students in Tonekabon during the academic year 2023-2024, from which a stratified proportional sample of 341 students was selected. The research instruments included the Wells Anxiety Thoughts Index (AnTI) (1994), the Harrington Frustration Discomfort Scale (FDS) (2005), the Pintrich et al. Motivated Strategies for Learning Questionnaire (MSLQ) (1993), and the Phillips Test Anxiety Questionnaire (PAQ) (1978). The data were analyzed using structural equation modeling (SEM).

Findings: The findings indicated that anxiety thoughts have a positive and direct effect on students' test anxiety (p < .05). Frustration tolerance and learning strategies have a negative and direct effect on test anxiety (p < .05).

Conclusion: It can be concluded that anxiety thoughts, frustration tolerance, and learning strategies play a significant role in shaping test anxiety among female high school students.