Investigation of the relationship between achievement-failure decrements and learning responsibilities of secondary school students

In this research, it is aimed to examine the relationship between the meanings that secondary school students attribute to school Deceptions and the levels of internal oriented-external-oriented responsibility taking. In this research, relational) pattern, one of the quantitative research patterns, was used. The study population consists of 9th, 10th and 11th grade students enrolled in public schools located in the central district of Afyonkarahisar during the 2023–2024 academic year. In the research, a search of domestic and foreign literature was conducted on the subjects of success and failure predicates and learning responsibility. Based on the findings obtained during the theoretical framework research process and the framework that was established, the necessary permissions were obtained, and the data collection tools used were the Demographic Information Form, the Success and Failure Attributions Scale (BBY) developed by Baltaoğlu, Sucuoğlu, and Yurdabakan (2015), and the Learning Responsibility Scale (ÖSO-II) developed by Yeşil (2013). The results of the normality analysis indicated that the data were suitable for parametric tests. Statistical data analysis was performed. The findings revealed that students most frequently attributed their academic success to teachers and the course itself, while they primarily attributed failure to their families. According to the gender variable, it was found that female students scored significantly higher than male students in both attributions and learning responsibility. In terms of grade level, 11th-grade students exhibited higher attribution scores specifically toward family-related failure. Regarding school type, students from Imam Hatip High Schools had higher levels of success attributions toward teachers and courses, as well as higher learning responsibility scores. The variable of "liking the school" created a significant difference in both success attributions and learning responsibility, whereas no significant difference was observed in relation to the family's socioeconomic status. Correlation analyses revealed a positive and significant relationship between learning responsibility and success attributions. According to multiple regression analysis, success attributions significantly predicted learning responsibility, while failure attributions did not have a significant effect. As a result, it was emphasized that positive attributions toward success increase students' sense of responsibility for learning, and that educators should develop supportive approaches by taking students' attributional styles into account. Keywords: Loading, success loading, failure loading, learning responsibility, high school.