Abstract:

The aim of this research is to determine whether the metacognitive awareness, self-regulatory learning strategies, anxiety and attitude towards mathematics differ or not according to the gender and class level variables and investigate the prediction status of these variables on mathematics achievement. The research, designed with the correlational survey method, was carried with 124 secondary school students. As the data collection tools, the Metacognitive Awareness Learning Strategies, Mathematics Anxiety Scale and Mathematics Attitude Scale were used. In addition, to determine the mathematics achievements of the students, the mathematics course scores, which the students got at the end of the year before the term at which the research was conducted, were taken into consideration. The independent sampling t-test, one-way ANOVA and linear regression analysis were applied in the analysis of the data. According to the findings, it was found while the learning strategies of the students differed according to gender, their anxiety and attitude towards mathematics and metacognitive awareness did not differ according to gender; all these variables did not differ according to class level. Besides, self-regulatory learning strategies are a significant predictor of mathematics achievement.

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