A MODEL STUDY ON THE EXPLANATION OF THE CENTRALIZED HIGH SCHOOL ENTRANCE EXAMINATION IN TURKEY

Abstract

The main objective of this study is to determine the predictive power of students' self-efficacy perceptions, metacognitive self-regulation skills, course test points, school achievement points, and school behaviour points on their High School Entrance Examination (SBS) scores. The study is carried out in accordance with a model where the dependent variable is students' SBS scores, and the independent variables are their self-efficacy perceptions, metacognitive self-regulation skills, course test points, school achievement points, and school behaviour points. In addition, interaction between the variables and differences according to gender and school type are investigated. The study group consisted of 1322 primary school students in the grades 6 and 7 who also attend SBS preparation courses. In the analysis of data, Pearson correlation analysis and regression analysis are used. The results show that all the independent variables of the study explain the SBS points significantly except the school behaviour points, which act in favor of girls. Furthermore, in the prediction of SBS achievement, different models come into the picture.