The relationship of Text Anxiety and Metacognitive Awareness of Reading Strategies with Academic Performance Among Payam Noor University Students

The aim of present study was to identify the relationship of text anxiety and metacognitive awareness of reading strategies with academic performance among Noor University students. To this end, 200 students PNU were selected at randomly using stratified sampling. Data were collected by using The Text anxiety and The Metacognitive awareness of reading strategies in this research. The students’ total mean was used as academic performance. The Pearson correlation and The Stepwise multiple regression analysis were employed to analyze data. The results showed that text anxiety had negative and significant relation with academic performance. The Metacognitive awareness had positive and significant relation with the academic performance. The Text anxiety and the Metacognitive awareness anticipated 40/5% of academic performance variance together. The Metacognitive awareness could anticipate 39/2% of academic performance variance alone. The Support Reading Strategies and the Global reading Strategies components could anticipate 40% of academic performance variance together. The Problem-Solving Strategies component was eliminated from the model because of the inability to predict. The Support Reading Strategies component could anticipate 36% of academic performance variance alone.