Özet:

This research aims to determine the relationship between the success perception of fourth grade students and their self-regulation skills. The research sample consists of 460 fourth grade students. Data were collected using the ‘Personal Information Form’, ‘Success Perception Scale’ and ‘Self-Regulation Scale’. Mann–Whitney U, Kruskal Wallis-H, Jonckheere-Terpstra and Spearman rank difference correlation tests were used to analyse the data at hand. The results of the research show that students' perceptions of success is high score level and self-regulation skills are the average score level. While the success perception of the students did not differ based on gender and status of pre-school education, it differed based on the mother's educational background. The success perception scale differed significantly based on the father's educational background in the behavioural sub-dimension. The findings revealed that there was a significant difference based on gender in the sub-dimension of learning strategies of the self-regulation scale. It was found that the mother’s educational background made a significant difference in the subdimensions of goal setting and planning for self-regulation scale. The father's educational background made a significant difference in the subdimensions of seeking help and self-assessment. Self-regulation scale did not differ based on the status of pre-school education. It was observed that there was a positive and low-level relationship between the students’ success perceptions and self-regulation skills.

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