The investigation of secondary school students' self-regulation skills, social studies learning approaches, academic participation of parents and teachers

The main purpose of this study was to investigate the self-regulation skills of secondary school students, their social studies learning approaches to/towards to social studies and the academic participation of their parents and teachers. The data of this researches was collected from 1088 students enrolled in (Grades 5-8) classes of secondary schools in the Central District of Uşak Province. Cluster sampling method was used in the study in which the relational screening model was used. Personal information form, "Perceived Self-regulation Scale" developed by Arslan and Gelişli (2015), "Social Studies Learning Approaches Scale (SÖYÖ)" developed by Gezer and Şahin (2017), and "Perceived Self-regulation Scale" developed by Dündar (2017), "Perceived Parent and Teacher Academic Participation Scale-Social Studies" were used for data collection. Spss 26 package programme was used for data analyses. Independent samples t test, one way anova and regression analyses were used in analyzing data which were obtained by research. As a result of the research, it was concluded that secondary school students' self-regulation skills were "often" level while their Social Studies learning approaches, parent-teacher academic participation of parents and teachers were at the level of "agree". It was concluded that the academic participation of parents and teachers and deep learning approaches were significant predictors of self-regulation skills.