Abstract:

The purpose of this study is to determine if university students are using their self-regulation capabilities or not and to learn which methods students use to arrange their selfregulation capabilities. A qualitative study was conducted in which, individual and focus group interviews were used to collect. The analysis of the data was handled by using NVivo program. The results showed that students more likely to use self-regulation capabilities such as metacognitive self-regulation, the time / study environmental management, rehearsal, elaboration, peer learning, organization and help seeking, critical thinking and effort regulation; in motivation category, test anxiety, control of learning beliefs, self efficacy, intrinsic goal orientation, extrinsic goal orientation and task value were categories seen in motivation domain

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