Examining the relationship between self-regulatory learning strategies of 4th grade elementary school students and student-teacher relationship and parental attitudes

This research was carried out to control the screening between the self- regulatory strategies of the fourth grade students at primary education level and the student-teacher relationship and parental attitudes. The research was designed using a quantitative research method called the relational survey model. The home of the research consists of 377 children studying in primary school and their teachers (N: 19) and their parents (N: 377) in these countries. In the research, the demographic information of the data was obtained through the "Personal Information Form". The self-regulatory strategies (Self-Regulation Scale) was used to house the children's self-regulation, the "Parental Behavior Detail Scale" for taking their parents, and the "Student-Teacher Relationship Scale" to store with the host. SPSS 25 (Statistics Package for Social Sciences) program was used to remove and interpret the data. Pearson Product-Moment Correlation technique was used to develop a relational model, to determine the relationship between self-regulation arrangements, parent-parent and student-teacher relationship. T-test and one-way ANOVA were used to determine whether self-regulation, parent-parenting, and student-teacher relationship levels were shaped depending on demographic variables. According to the results of the research, goal setting and planning sub- dimensions of students' self-regulatory strategies did not show a significant difference according to their gender. However, students' learning strategy, effort and self-evaluation sub-dimensions showed a significant difference depending on gender. The sub-dimensions of students' self-regulation skills did not show a significant difference according to school type and place of residence. Among the sub-dimensions of the parental behavior scale of the parents, only the characteristics of positive parenting and punishment by beating show a significant difference according to gender. No significant difference was observed in the sub-dimensions of the parents' parental behavior scale depending on factors such as school type and economic situation. However, the sub-dimension of caring for the child shows a significant difference depending on the place of residence. Educational status shows a significant difference only in the sub-dimension of punishment by beating. Conflict and closeness characteristics of teachers' student-teacher relationship scale sub-dimensions do not show a significant difference depending on gender and school type. While proximity characteristics showed a significant difference depending on the place of residence, no significant difference was observed in terms of conflict characteristics. Among the sub- dimensions of teachers' student-teacher relationship scale, conflict and closeness characteristics show a significant difference depending on teachers' status, years of seniority and age. However, no significant difference was observed depending on school type and gender. In the study, conflict and closeness characteristics, which are among the sub-dimensions of teachers' student-teacher relationship scale, do not show a significant difference according to gender and school type. However, while the proximity characteristics showed a significant difference depending on the place of residence, no significant difference was observed in terms of conflict characteristics. Among the sub-dimensions of teachers' student-teacher relationship scale, conflict and closeness characteristics show a significant difference depending on teachers' status, years of seniority and age. However, no significant difference was observed depending on school type and gender. According to the results of Pearson Correlation analysis carried out to determine the relationship between self-regulation, parental behaviors and student-teacher relationship, there are low positive or negative relationships between all characteristics and sub-dimensions. However, a high level of positive correlation is observed between the perfectionist characteristics of the students and the denial of self-worth sub-dimension. This shows that as students' feelings of inadequacy increase, their perfectionist characteristics also increase. Keywords: Parent behavior characteristics, Self-regulatory learning strategies(Self-Regulation Skills), Student-teacher relationship.