Students of Yıldız Technical University relationship between the explanatory and predictive relationships the points of achievement in öss, perceived problem solving abilities, self efficacy perception and metacognitive self regulation strategies rel

In this study, it has been investigated to find out relationship between the explanatory and predictive relationships the points of achievement in ÖSS, perceived problem solving abilities, self efficacy perception and metacognitive self regulation strategies related to mathematics achivement. The subject consists of 806 Yıldız Technical University students (208 girls and 598 boys) from different departmens who attended "Mathematics F in the fall term of 2005- 2006. For such a correlational study, for the purpose of determining students' metacognitive self regulation strategies and self efficacy perception "Motivated Strategies for Learning Questionnaire" developed by Pintrich, et al. and linguistic equivalance, validity and reliability studies done by Alton and Erden (2006) were used. For purpose of determining students' percieved problem solving abilities, "Problem Solving Inventory" developed by Heppner and Petersen and linguistic equivalance, validity and reliability studies done by Şahin, Şahin and Heppner (1993) were used. The quantitative points of the students are taken from Student Services Chairmanship and the final grades of the classes are considered as the mathematics achievement point. Findings indicate that there is positive relationship between students' self efficacy perception and percieved problem solving abilities; metacognitive self regulation strategies and problem solving abilities; self efficacy perception and metacognitive self regulation strategies. It is revealed that, the students' self efficacy perception, metacognitive self regulation strategies, and ÖSS quantitative points have a significant importance in predicting mathematics achievement, while percieved problem solving abilities do not have such a significant power in predictions. Accordingly, with respect to these findings, models between the above mentioned variables have been confirmed for students with different OSS entry dates.Keywords: Percieved problem solving abilities, metacognitive self regulation strategies, self efficacy perception, ÖSS, mathematics achievement