The Attentional Control Theory (ACT) suggests that trait anxiety does not directly affect performance but may alter processing efficiency through the generation of compensatory strategies. However, the ACT does not describe the nature of these strategies, which could be reflective in nature. One hundred ten students (M = 20.12; SD = 2.10) completed questionnaires on trait anxiety, metacognitive beliefs, and emotion regulation strategies (ERS). They performed two working memory tasks: the digit span task from the WAIS-IV and an emotional n-back task. Anxiety, metacognitive beliefs, and maladaptive ERS were not linked to performance but were associated with longer response times. Additionally, participants using maladaptive ERS, such catastrophizing and rumination, made fewer negative commission errors and employed more strategies during the digit span. These findings support the role of the reflective level in influencing trait anxiety's impact on performance and emphasize considering metacognitive beliefs and maladaptive ERS for a comprehensive understanding of the ACT. Identifying these variables provides insights to optimize cognitive abilities and promote academic success.

Trait anxiety, emotion regulation strategies, and metacognitive beliefs influence executive functions (EF) and academic achievement. This study examines their interplay and impact on academic success. In total, 275 adolescents (10-17 years) and parents completed an online questionnaire assessing trait anxiety, emotion regulation strategies, metacognition, parent-reported behaviors related to executive functioning, and overall school average. Preliminary analyses confirmed consistency with existing literature for each variable and their interaction. Furthermore, we conducted a network analysis among the main variables. This analysis supports the need to pay more attention to reflective variables - maladaptive emotion regulation strategies and metacognitive beliefs about worry - when studying trait anxiety. These variables were linked to problematic executive functioning in adolescents. These latter had a negative link to academic achievement. This study offers innovative insights by investigating less-explored relationships in the scientific literature. It reveals high and significant correlations between metacognitive beliefs, maladaptive emotion regulation strategies and trait anxiety (r > .500, p < .001) but also between these variables and both executive functioning and academic achievement. These findings offer new perspectives for research and underscore the importance of holistically examining psychological factors related to academic success.