Necla EKÄ°NCÄ°
The purpose of the current study is to determine the relationships between the extent to which students of education and engineering faculties use critical thinking and metacognitive selfregulation strategies and the level of their possessing deep approach to learning. The study was designed in line with the survey model. The sample of the study comprises 468 students attending the Education and Engineering faculties of Mu?la S?tk? Koçman University, Turkey. The data of the study were collected through the administration of the Learning Motivating Strategies Scale and the Approaches to Learning Scale to the sample. In the analysis of the collected data, descriptive statistics, t-test and multiple regression analysis were employed. The basic findings of the study are: (1) Students make use of critical thinking and metacognitive self-regulation strategies and the deep approach to learning to a great extent; (2) The extent to which students utilize critical thinking and metacognitive self-regulation strategies and deep approach to learning increases as their grade level increases; (3) The extent to which students utilize critical thinking and metacognitive strategies significantly predicts their deep learning orientation.
