Examination of the relationship between primary school students' self-discipline, individual responsibility levels and academic achievement within the framework of reality therapy.

The purpose of this research is to evaluate the relationship between self-discipline, individual responsibility and academic achievement of primary school students within the framework of reality therapy. For this purpose, qualitative research model was used in this study. Phenomenology, one of the qualitative research designs, was preferred in order to comprehensively handle the interpretations of students and teachers and students' parents, who are an indispensable part of education. The study group of the research consists of 20 students, 20 parents and 20 teachers of these students, 10 students with high academic achievement and 10 students with low academic achievement, determined by using extreme and outlier sampling of a primary school in Amasya. The self-discipline and individual responsibility relationships of the selected students were examined within the framework of reality therapy by interviewing the selected students and the teachers and parents of the same studentsIn the study, a personal information form prepared by the researcher in order to learn the personal information of the participants and interview questions prepared by the researcher in order to examine the relationship between students' self-discipline, individual responsibility and academic achievement were used. In the analysis of the data obtained as a result of the research, descriptive statistics were used to analyze the demographic information of the participants, while content analysis was used to evaluate the interviews. According to the results obtained, as a result of the student, teacher and parent interviews, it was concluded that there was a high level of relationship between self-discipline, individual responsibility and academic achievement, and that these characteristics in students complement and support each other were stated by all three research groups; It was emphasized that the academic success of teachers and parents also supports the development of self-discipline and individual responsibility. In conclusion, the views of all three research groups on the relationship between self-discipline, individual responsibility and academic achievement of primary school students exemplify many concepts of reality therapy and reflect the basic philosophy of reality therapy.