چکیده (انگلیسی):

The study focuses on self-regulation of multicultural learning in relation to importance that students ascribe to
multicultural subcompetencies. A questionnaire on individual´s perception of importance of multicultural
competence was selected as a research instrument and was distributed to 151 students of Pedagogy. We found
significant differences in assessing the importance of multicultural subcompetencies which constitute components of
multicultural competence: awareness, knowledge and skills. It was also found that that self-regulated learning
components display a close relationship in connection with multicultural competences. An assumption has been
disproved that the values of self-regulated learning components increase with increasing importance assigned to
various multicultural subcompetencies by students.