Kahramanoğlu, RecepDeniz, Tuba2018-03-052018-03-052017Kahramanoğlu, R., Deniz, T. (2017). An ınvestigation of the relationship between middle school students’ metacognitive skills, mathematics self-efficacy and mathematics achievement. İnönü University Journal of the Faculty of Education Vol 18, No 3, 2017.http://dergipark.gov.tr/download/article-file/369282https://hdl.handle.net/11616/8203İnönü University Journal of the Faculty of Education Vol 18, No 3, 2017.The purpose of the present research was to examine the relationship between middle school students’ metacognitive skills, mathematics self-efficacy, and mathematics achievement. The research was a correlational study. A total of 190 middle school 7th graders participated in the study. Metacognitive skills scale which is a sub-scale of ‘Motivating skills in learning scale’ and ‘the resources of self-efficacy’ scale were used as data collection tools. Mathematics achievement was the dependent variable, and metacognitive skills and mathematics self-efficacy were the independent variables in the research. According to the findings, no significant difference was detected between 7th-grade students’ mathematics scores in terms of gender variable. When the relationship between the variables are examined, it was revealed that there was a positive and high-level relationship between mathematics self-efficacy and mathematics achievement; however, a positive but low-level relationship was found out between metacognitive skills and mathematics achievement. It was unearthed that students’ metacognitive skills predicted their mathematics achievement in a positive way; about 18% of students’ mathematics achievement was predicted by their metacognitive skills. The personal experiences sub-dimension of mathematics self-efficacy explained about 60% of the total variance in mathematics achievement by itself. Other sub-dimensions were excluded from regression analysis and calculations. Furthermore, students’ metacognitive skills and mathematics selfefficacy explained about 52% of the total variance regarding their mathematics achievement.eninfo:eu-repo/semantics/openAccessMetacognitive skillsMathematics self-efficacyMathematics achievementArticle1830010.17679/inuefd.334285