نمذجة العلاقات للعبء المعرفي والحكمة الاختبارية وقلق الامتحان لدى طلاب الجامعة
This study aimed at investigating the direct and indirect relationships between cognitive load, test-wiseness, and test anxiety. The participants were (172) male students at the Faculty of Education, Al-Azhar University in Tafahna El-Ashraf, and (165) female students at the Faculty of Humanities, Al-Azhar University in Tafahna El-Ashraf. The study utilized scales for cognitive load, test-wiseness and test anxiety. The results revealed that there was a positive statistically significant correlation between cognitive load and test-wiseness. In addition, the results revealed that there were statistically significant differences between the means scores of the male and female students in the total score of cognitive load, in favor of the male students. Also, the results revealed that there were no statistically significant differences between the means scores of the male and female students in the total score of test-wiseness. The study showed high standardized regression coefficients which were acceptable values. This confirms the validity of the path analysis model for the relationship between cognitive load as an independent variable, test-wiseness as a mediating variable, and test anxiety as a dependent variable. The study also showed a similarity between the proposed path analysis model and the participants' data according to the relationships between cognitive load as an independent variable, test-wiseness as a mediating variable, and test anxiety as a dependent variable among the two samples (males-females). The previous results were discussed in light of the theoretical framework, the previous studies, and the participants' characteristics. (Published Abstract)