Özet:

In this article the differentiation of high school students’ self regulatory and metacognitive skills towards mathematics with respect to gender level and field are studied The sample group of the research is 314 students from MEB Anadolu high schools The data collection is done by “self regulation” and “meta cognitive” dimensions of the questionnaire “Motivated Strategies for Learning Questionnaire” developed by Pintrich and De Groot 1990 and linguistic equivalence done by Üredi 2005 For analyzing the data t test and ANOVA is used Findings introduce that there are significant differences in students’ self regulatory and metacognitive skills with respect to gender and high school level but not such differences with respect to fields Anahtar Sözcükler Özdüzenleme Bilişüstü

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