An Examination of Fourth-Grade Elementary School Students' Self-Regulated Learning, Motivation for Social Studies, And Social Studies Achievement in Terms of Socioeconomic Status

AbstractThis study aims to explore self-regulated learning skills, motivation for social studies, and academic performance in social studies among fourth-grade elementary school students, specifically focusing on how these elements interact with students' socioeconomic status. The research employs a cross-sectional survey model. The sample comprises 195 fourth-grade students enrolled in five public elementary schools in the Kulu district of Konya province. The data were collected using the Self-Regulated Learning Inventory developed by Çokçalışkan et al. (2019), the Social Studies Motivation Scale by Tahiroğlu and Aktepe (2015), the Social Studies Achievement Scale by Münevver Menteşe (2021), and a demographic form. The research findings are as follows: parental education levels did not significantly affect students' self-regulated learning or their motivation towards social studies. While maternal education level did not impact students’ academic achievement, a significant difference (p<.05) favouring students whose fathers held graduate degrees was observed in academic performance. Furthermore, monthly household income did not significantly influence students' self-regulated learning skills or their motivation in social studies. However, a significant difference (p<.05) in social studies achievement was found, favoring students from families with a monthly income of 15,001 to 17,500 TRY.Keywords: Elementary Social Studies, self-regulated learning, motivation, socioeconomic variable, academic achievement.