Özet:

The aim of this study is to find out the relationship between the self-regulated learning strategies the middle school students use in the Social Studies courses and their success and failure attributions. Moreover, whether the attribution of the students’ success and failure differs according to their genders and whether the self regulated learning strategies the students learn in the Social Studies courses differ according to their genders and levels of classes or not are other objectives of the study. The study was carried out in Antalya, Alanya, during the fall term of 2012-2013 academic years. The sample of the study is 491 middle school students from 8 different middle schools in Alanya. The participants of this study were 250 girls (50,9%) and 241 boys (49,1%) and they were 150 sixth grade (30,5%), 154 seventh grade (31,4%) and 187 eighth grade students (38,1%). The data was collected through “Success and Failure Attribution Scale” and “Self-regulatory Strategies Scale”. t-Test, Variance analysis, Scheffé test and Pearson Correlation analysis were used in the analysis of the data. As a result of the analysis of the data, it was found out that girls attribute both their success and failure on themselves and on the teachers more when compared with boys, girls use the self regulated learning strategies in the Social Studies courses more than boys and the 6th grade students use it more than the 7th and 8th graders. It was also found out that there is a low level of relation between the self-regulated learning strategies and failure attribution, the success attribution is low for the family and teacher sub scale, and has a midpoint relation to the sub scale on attribution to themselves.

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