Journal of Education and e-Learning Research

Purpose of this study is to examine the relationship between achievement goal orientations of secondary school students to social studies (self-approach, task-approach, other-approach, task-avoidance, other-avoidance, self-avoidance) and self-regulation strategies they use (cognitive strategy, self-regulation). In addition, it has been tried to determine in the study to what extent academic achievements of the students could predict self-regulation strategies they use. Work group of the study consists of 346 secondary school students at 5th, 6th and 7th grade students. Study has survey model. For purposes of the study, “Self-Regulation Strategies Scale” and “Social Studies Oriented Achievement Orientations Scale” were employed on the students. When examining correlation coefficients according to the findings obtained from the study, it has been found that the strongest relations are between goals to self-approach and goals to task-approach and between use of cognitive strategy and self-regulation; the weakest relations are between use of cognitive strategy and respective approach. In addition, it has been determined that self-approach, task-approach, goals to task-avoidance and academic grade point averages predict significantly use of cognitive strategy by the students and that goals to self-approach and task-avoidance predict significantly students’ use of self-regulation processes.