The examination of fourth-grade primary school students' self-regulation and problem-solving skills according to their role model preferences

In this study, it was aimed to examine the self-regulation and problem-solving skills of fourth-grade primary school students in relation to their role model preferences. The research was conducted using the content analysis method. The Role Model Questionnaire, the Self-Regulated Learning Inventory, and the Problem-Solving Scale were administered to the students. The data were analyzed through descriptive statistics, one-way analysis of variance (ANOVA), independent samples t-test, Kruskal-Wallis test, Tukey test, and correlation analysis. The sample of the study consisted of 533 fourth-grade students studying in a total of eight primary schools located in both rural and urban areas of Van province during the 2023–2024 academic year. According to the research findings, students' role model preferences were mostly focused on celebrities, followed by peers, family members, and teachers. Significant differences were found in self-regulation skills according to the type of role model; specifically, a difference was observed between those who preferred teachers and those who preferred celebrities. A significant difference was also found between the reasons for choosing role models—particularly in the categories of character traits and being funny/entertaining—and self-regulation skills. To add depth to the study, results were also analyzed according to residential area and gender variables. Furthermore, a positive and significant relationship was determined between self-regulation and problem-solving skills. The results of the study revealed that there is a relationship between self-regulation skills and students' role model preferences as well as their reasons for choosing role models. However, no significant difference was found between problem-solving skills and role model preferences or reasons for choosing role models. It was concluded that there is a relationship between self-regulation and problem-solving skills. Based on the findings, it is recommended to increase role model-based activities in educational settings, encourage teachers to implement strategies that support self-regulation, and include practices that integrate self-regulation skills into students' problem-solving processes.