Sosyal Bilimler Lisesi Öğrencilerinin Öz Düzenleme ve Bireysel Yenilikçilik Düzeyleri ile İngilizce Başarıları Arasındaki İlişkinin İncelenmesi
Examining the Relationship Between Self-Regulation and Individual Innovativeness Levels of Social Sciences High School Students and Their English Achievement

Summary/Abstract: The purpose of this study is to examine the relationship between the perceived selfregulation and individual innovation levels of students attending Social Sciences High School, which is at the secondary education level within the framework of the Turkey Century Education Model, and their English achievement. This study examines the relationship between the self-regulation and individual innovation levels of Social Sciences High School students and their English achievement. The English proficiency and attitudes toward English of secondary school students at the Social Sciences High School constitute the basic parameters of the study. It is well known that English is the most widely spoken language in the world, i.e., it is the common language of education, academia, communication, and world trade. As a common language, English has become a language that must be learned first by all societies around the world. This situation has paved the way for numerous scientific studies on the effectiveness of English education. In particular, research conducted in the field of English teaching over the last twenty years has focused on English teaching methods. Their aims can be summarized as producing more self-regulated and effective strategies for teaching English to students. When reviewing the academic literature, it is noteworthy that there are limited studies conducted in this field on a sample of Social Sciences High School students. The data used in the investigation of students' self-regulation and individual innovation levels were obtained using questionnaires and self-regulation and individual innovation scales developed by the researchers themselves. According to the research findings obtained as a result of investigating students' levels of self-regulation and individual innovation, it was concluded that there is a high level of positive and meaningful correlation between students' levels of self-regulation and individual innovation and their success in English.

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