قلق الاختبار المعرفي وعلاقته بمهارات الحكمة الاختبارية لدى طلاب الدراسات العليا
The study aims to explore the correlational relationship between cognitive test anxiety and test wisdom skills among postgraduate students. Additionally, it examines differences in cognitive test anxiety based on academic specialization (science/ Literary) and gender (male/ female) within the study sample. The study also investigates the interaction effect between specialization and gender on cognitive test anxiety and test wisdom skills among postgraduate students. The researcher developed a cognitive test anxiety scale and a test wisdom skills scale. The sample consisted of 220 postgraduate students from the faculty of education at Damietta University, enrolled in General Diploma Track (2) and Track (3), with an average age of years and a standard deviation of years. The study employed a descriptive approach using the correlational method and applied correlation coefficients, independent samples t-test, and two-way ANOVA. The results indicated no significant correlation between graduate students' scores on the cognitive test anxiety scale and their scores on the test wisdom skills scale. Furthermore, no statistically significant differences were found in the mean scores of graduate students on the cognitive test anxiety scale across its cognitive, physiological, emotional, and behavioral dimensions, as well as the total score based on academic specialization (science/Literary). However, significant differences were observed in graduate students' mean scores on the Cognitive test anxiety scale based on gender (male/female), with all dimensions and the total score reaching statistical significance at the 0.01 level. Additionally, a significant interaction effect between gender and academic specialization was found on the physiological, behavioral, emotional, and cognitive dimensions of the cognitive test anxiety scale, as well as the total score, at the 0.01 significance level. (Published abstract)