الإسهامات النسبية للمعتقدات المعرفية والحكمة الاختبارية والذكاء الانفعالي والتسويف الأكاديمي للتنبؤ بقلق الاختبار لدى طلبة المرحلة الثانوية في المدينة المنورة
The study aimed to identify the relative contraindication of epistemological beliefs, test wiseness, academic procrastination and emotional intelligence on the predictability of test anxiety among secondary school students. The sample consisted of (300) of both gender of secondary school students. The study followed the analytical descriptive approach. The study tools consisted of test anxiety scale, epistemological beliefs questionnaire, academic procrastination scale, test wisdom questionnaire, and emotional intelligence scale. The study results indicated factors of test anxiety predictability among secondary school students have been identified as in the following order: academic procrastination, test wiseness, epistemological beliefs and emotional intelligence (52.2%, 9.4%, 3.6%, 0.09%). Also the study results indicated the presence of differences in the students’ scores on the test anxiety scale due to genders, academic specialization and classroom groups of students and also for two- and three-way interactions after isolating the effect of the independent variables. The study concluded that the epistemological beliefs, test wiseness, academic procrastination and emotional intelligence is one of the educational determinants of the degree of involvement of students learning activities within study halls, which requires officials at the educational process need to design outreach programs psychological and educational means to the development and improvement of test anxiety according psychological and educational characteristics outlined by the study. (Published abstract)