Metacognitive Skills, Academic Success and Exam Anxiety as the Predictors of Psychological Well-being

Abstract

The purpose of this research was to investigate the predicting effect of high school students’ metacognitive skills, exam anxiety and academic success levels upon their psychological well-being in a provincial center with a medium-scale population in Eastern Anatolian Region. The research group included totally 251 high school students including 149 females and 102 males between 14 and 19 years old.  Psychological Well-Being Scale, Metacognitive Skills Scale, and Personal Information Form were used in the research. According to the results, it was determined that there was a positive significant relationship between psychological well-being and metacognitive skills and academic success average, and a negative significant relationship between psychological well-being and exam anxiety. It was also specified that there was a negative significant relationship between exam anxiety and metacognitive skills, and a positive significant relationship between metacognitive skills and academic success average. Finally, metacognitive skills, exam anxiety and academic success average were noticed to be significant predictors of psychological well-being.  In this model, it was revealed that success average explained =.30 of psychological well-being, academic success average and metacognitive skill explained =.46 of the variance together, and the triple model including academic success average, metacognitive skill and exam anxiety explained =.57 of the variance.