Introduction: Investigation the anxiety test and academic performance of nursing students was important due to the impact on their job future. Therefore present research aimed to determine the effectiveness of training cognitive and metacognitive learning strategies on anxiety test and academic performance of nursing students.
Methods: This study was a semi-experimental with a pre-test and post-test design with a control group. The research population was included nursing students of of Hazrat Fatemeh faculty of nursing and midwifery in Shiraz city in 2017-18 academic years that from them 40 people were selected through available sampling method and randomly assigned to two equal groups. The experimental group educated 10 sessions of 70 minutes with cognitive and metacognitive learning strategies method. Groups responded to the questionnaires of Ahwaz test anxiety and Dortaj academic performance in the pre-test and post-test steps. Data was analyzed with using of SPSS-19 software and by multivariate analysis of covariance method.
Results: The findings showed that there was a significant difference between the experimental and control groups in the test anxiety and academic performance. In other words training of cognitive and metacognitive learning strategies led to decreased test anxiety (F = 39.283, P < 0.001) and increased academic performance (F = 24.190, P < 0.001) of nursing students.
Conclusions: The results indicate the effect of training cognitive and metacognitive learning strategies on test anxiety and academic performance of nursing students. Therefore, consultants and psychologists can use from training cognitive and metacognitive learning strategies method to decreased test anxiety and increased academic performance of nursing students.