The relationship between students cognitive and metaconitive self regulation strategies and their academic achievement according to gender

ABSTRACTThe Relationship Between Students' Cognitive and Metaconitive Self Regulation Strategies and Their Academic Achievement According to GenderThe purpose of this research is to investigate the relationship between university students' cognitive and metacognitive self regulation strategies and their academic achievement according to gender.This research which has model of relational scanning was done with the attendance of 235 (171 female, 64 male) Çanakkale 18 Mart University third level Primary School Teacher, Pre-School Teacher and Science Education Teacher students who attended the "Measurement and Evaluation" course in the 2010-2011 Academic year.The "Motivated Strategies for Learning Questionnaire" developed by Pintrich, Smith, Garcia and Mc Keachie in 1991, linguistic equivalence, validity and reliability studies and adaptation to Turkish done by Altun in 2005 is used for determining students' self regulation learning strategies; students' term point averages are taken as the Measurement and Evaluation course's academic achievement.Arithmetic Mean, Standard Deviation, Range Width, Pearson Correlation and Regression Analysis were used to analyze the data quantitatively.The findings from the research introduce that cognitive and metaconitive self regulation strategies do not have a significiant effect on Measurement and Evaluation course achievement. As well as, it is revealed that there is not a significiant effect of these strategies on Measurement and Evaluation course achievement for neither the girls nor the boys.Keywords: Self Regulation, Achievement, Gender, Cognitive and Metacognitive Learning Strategies