摘要：AbstractThe 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.
