An Investigation of the Relationships between Metacognition and Self-Regulation with Structural Equation

The purpose of this study is to examine the relationships between metacognition and self-regulation.
The sample of study consists of 422 primary education students who were enrolled in different
programs at Sakarya, in Turkey. In this study, Metacognitive Learning Inventory-Science and
Perceived Self-regulation Scale were used. The relationships between metacognition and self-regulation were examined using correlation analysis and the hypothesis model was tested through
structural equation modeling. In correlation analysis, metacognition, and self-regulation were found
positively. The model demonstrated fit (χ2= 1014.86,df=551, p=.00, RMSEA=.038, GFI=.99, AGFI=.99,
CFI=.99, NFI=.99, IFI=.99, RFI=.99, SRMR=.008). According to results metacognition was predicted
positively by self-regulation. Results were discussed in the light of literature.