Abstract:

The objective of this study is to determine the motivation, self-regulating learning strategies, and the ability of high-cognitive awareness to record mathematical achievements. The work group of the research carried out with the relational scan model consists of 246 seventh-class students studying in a state high school in the center of the city of İzmir. 124 of the students between 12 and 13 years of age are girls and 122 are men. As data collection tools, mathematical motivation, self-regulating learning strategies and upper-cognitive awareness scales have been used. It also has been taken into account the mid-term scores of the semester before the period in which the application was carried out to determine the mathematical achievements of students. In the analysis of the data, Pearson moments have been used in the correlation technique and multi-linear regression analysis. According to the findings obtained, meaningful relationships have been established between the underdimensions of motivation and self-regulating learning strategies and the upper cognitive consciousness. All subjective variables described 46% of the variation of math success. In the light of the findings obtained from the study, a number of recommendations for practices have been made.

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