Abstract:

The purpose of the study is to determine the joint impact of the learning strategies and academic achievements of the students on the cognitive (thinking, opening, regulating, critical thinking), metabular and time/environmental management, and the student’s joint impact on the beliefs of self-capacity. In the examples of the study, 211, 3rd-class bachelor students who studied at the Mediterranean University School of Education were included. To identify students’ self-regulatory learning strategies and self-quality beliefs, the "Intention Scale and Cognitive, Metabolic and Time/Environmental Management Scale" has been used. In the study, the relationships between the variables were determined by multi-linear regression analysis. According to the results of multiple regression analysis; cognitive, metabular, time/environmental management, together with self-regulating learning strategies and academic success prominent variables, shows a middle-level and meaningful relationship with the beliefs of students’ self-capacity to learn. According to the findings obtained, it can be said that together with the indicated input variables, the student explains about 32% of his self-quality belief. According to the standardized regression ratings obtained from the study, the importance of the input variables on the student’s self-capacity is: opening, critical thinking, academic success, regulation, metabolique, time/environment management, repetition strategies.

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