An investigation of the relationships among seventh graders' achievement goal orientations, learning strategies and achievement in social studies (A sample from Afyonkarahisar)

The aim of this study is to examine the relationships between seventh graders' achievement goal orientations and learning strategies and achievement in social studies. In this quantitative research with a correlational design, data were collected from 440 volunteer seventh graders from nine public middle schools selected through convenience sampling. As data collection tools, Learning Strategies for Social Studies Scale (Didin & Kasapoğlu, 2017), Social Studies-Oriented Achievement Goals Scale (Gezer & Şahin, 2016) and Personal Information Form were used. Seventh graders' achievement in Social Studies was determined by the grades earned at the end of the first semester of the 2017-2018 academic year. The data were analyzed by descriptive and inferential statistics. Results indicated that the learning strategy used most by seventh graders in Social Studies course was that "I try to think through a topic and decide what I am supposed to learn from it rather than just reading it over when studying Social Studies", while the learning strategy used least was that "I make simple charts, diagrams, or tables to help me organize course material of Social Studies." The Social Studies-oriented achievement goal seventh graders mostly had was the task-approach while the other-approach was the least developed Social Studies-oriented achievement goal. A significant low positive correlation was found between seventh graders' learning strategies for Social Studies and achievement in Social Studies. There were also positive, different-level correlations between seventh graders' achievement in Social Studies and the Social Studies-oriented achievement goals (except the other-approach). Positive moderate correlations were detected between seventh graders' learning strategies for Social Studies and all Social Studies-oriented achievement goals. The results of the hierarchical regression analysis revealed that seventh graders' learning strategies for Social Studies positively predicted their achievement in Social Studies, after controlling for gender. The task-approach as one of the Social Studies-oriented achievement goals was the only positive predictor of achievement in Social Studies, after adjustment for gender and learning strategies for Social Studies.