SUMMARY
The aim of the study was to investigate the differences in metacognitive awareness and self-efficacy perceptions with regard to the gender, grade level, perceived parental attitudes, perception of academic achievement and the case of attendance of Science and Art Center during primary education; and to assess the relationships among metacognitive awareness, self-efficacy perceptions and academic achievement. The sample of study consisted of a total of 492 science high school students, 261 (53%) of them were female and 231(47%) of them were male. The average age of the participants was 15.89 (Sd: 1.01) with an age which ranges from 14 to 18 years. Metacognitive Awareness Inventory and Self-Efficacy Scale were applied to determine participants’ metacognitive awareness and self efficacy perceptions. Demographic data of the participants were collected with personal information form developed by researchers. Pearson Product Moment Correlation Coefficient, one way MANOVA, Mann-Whitney U Test, Kruskal Wallis Test, multiple linear regression analysis were applied. According to the results, metacognitive awareness and self-efficacy perceptions of high school students differed significantly with respect to the some individual and academic variables. Results of the study were discussed in the light of the relevant literature.ÖzetBu çalismanin amaci, fen lisesi ögrencilerinin bilisötesi farkindaliklari ile öz yeterlik algilarinin cinsiyete, sinif düzeyine, algilanan ebeveyn tutumuna, akademik basari algisina, ilkögretim çaginda BILSEM’e devam edip etmeme durumuna dayali farkliliklarini belirlemek; bilisötesi farkindalik düzeyleri ve öz yeterlik algilarinin akademik basari ile iliskisini degerlendirmektir. Arastirma grubu 261 (%53) kiz ve 231 (%47) erkek toplam 492 fen lisesi ögrencisinden olusmaktadir. Ögrencilerin yaslari 14 ile 18 arasinda degismekte olup yas ortalamasi 15.89’dur (Ss: 1.01). Ögrencilerin bilisötesi farkindalik düzeylerini ölçmek amaciyla Bilisötesi Farkindalik Envanteri, öz yeterlik algilarini tespit etmek için Öz Etkililik Yeterlik Ölçegi kullanilmistir. Ögrencilere ait demografik veriler, arastirmacilar tarafindan hazirlanan Kisisel Bilgi Formu ile toplanmistir. Pearson Momentler Çarpimi Korelasyon Katsayisi teknigi, tek yönlü Manova, Mann-Whitney U Testi, Kruskal Wallis Testi, çoklu dogrusal regresyon analizinden yararlanilmistir. Elde edilen bulgulara göre, fen lisesi ögrencilerinin bilisötesi farkindalik ve öz yeterlik algilari yukarida ifade edilen bazi kisisel ve akademik degiskenlere dayali olarak farklilik göstermektedir. Bulgular literatür isiginda tartisilmistir.