Metacognition is the ability of students to have knowledge about their own thinking processes and cognition and to organize this structure. Since metacognition is a method of discovering or choosing a specific mental process in the problem-solving process, it has important effects on mathematical problem posing and achievement. In the study, mathematical metacognition awareness and mathematical problems posing self-efficacy of students were determined, and the relationship between them and their mathematics achievement was examined. The research, which was designed in the correlational survey model, was carried out on 462 secondary school students. The data of the study were gathered through the “Problem Posing Self-Efficacy Scale” and the “Mathematical Metacognition Awareness Scale”. Pearson Product Moments Correlation coefficient and Multiple Linear Regression Analysis were used to analyze the data. According to the results obtained from the study, a moderately significant relationship was found between students' mathematical metacognitive awareness and their mathematical problems posing self-efficacy and mathematics achievement. In addition, it was determined that mathematical metacognitive awareness and problem-posing self-efficacy of students predicted their achievement at the level of 35%. The results of this study point to the need to explore the importance of metacognition and problem posing as an important factor on students' achievement.

The aim of the current study is to examine the level of middle school students' mathematical metacognitive awareness and mathematics problem-posing self-efficacy and to compare their related awareness and self-efficacy according to the variables of gender, grade level, socio-economic status, and mathematics achievement. This research is a relational screening model designed by causal comparison approach. The study was carried out on 462 students selected by random sampling method among middle school students studying in the 5th, 6th, 7th and 8th grades in two public schools. Data were collected with the 'Personal Information Form", "Problem Posing Self-Efficacy Scale", and "Mathematical Metacognition Awareness Scale". The independent sample t-test, one-way analysis of variance, and Pearson Product Moment Correlation Coefficient were applied in the data analysis. As a result of the research, it was found that the level of the students' mathematical metacognitive awareness and problem-posing self-efficacy were high. It was determined that the mathematical metacognitive awareness and problem posing self-efficacy of the students did not differ significantly with regard to grade and socio-economic status of the family. Furthermore, a statistically significant difference was found between the students’ mathematical metacognitive awareness and problem posing self-efficacy regarding their gender and mathematics achievement. Activities aimed at developing or increasing mathematical metacognitive awareness and problem posing self-efficacy of students should be prepared by paying attention to gender and mathematics achievement differences.