Özet:

This study was carried out to investigate whether there was a meaningful relationship between the motivational, cognitive, and metacognitive competencies of secondary school students and their autonomous learning levels, and if motivational, cognitive and cognitive competencies and autonomous learning levels of the students differed according to the variables of "gender, class level and book reading frequency". The research was based on the relational survey model. The sample of the research consisted of 386 secondary school students who were at the 9th, 10th and 11th classes in Siirt province center and  selected through  random sampling method.  “Personal Information Form” prepared by the researcher for descriptive information about the participants, “Motivational, Cognitive and Metacognitive Competencies Invertory/Scale” adapted to Turkish by Aktamış and Uça (2010) and “Autonomous Learning Scale” adapted by Arslan and Yurdakul (2015) were used as data collection tools in the study. Spearman’s Rank Correlation Coefficient, Mann Whitney U test and Kruskall Wallis H test were used to analyze data. As a result, there was a high significant and positive correlation between the motivational, cognitive, and metacognitive competence and autonomous learning levels of secondary school students. The motivational, cognitive and metacognitive competences of the students were significantly different in terms of the variables of gender, class level and book reading frequency.  It was determined that the autonomous learning levels of the students were significantly different according to book reading frequency variables.

Anahtar Kelimeler: