Abstract
In this study, the effects of secondary school students’ self-regulation skills on TEOG examination were examined. Motivational Strategy Scale, developed by Pintrinch and De Groot (1990) and adapted to Turkish by Üredi (2005), was used as the data collection instrument. TEOG exam scores of the students were obtained from their school administrations. The study group of the research consisted of 412 students attending the 8th Year Classes of 75th Year Secondary School of Güngören District in the province of Istanbul. To analyse the data of the research, multi regression analysis was used. The research showed that the variables of self-efficacy and anxiety were effective in predicting the TEOG exam,and that use of cognitive strategy came after self-efficacy and anxiety with respect to impacting the TEOG exam achievement, and also that self-regulation and intrinsic value dimensions were not effective in predicting the TEOG exam scores.
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