The main aim of this study is to examine the secondary school students’ self-regulation skills, social studies learning approaches and perceived academic participation. The participants of the research consists of 1088 secondary school students selected by cluster sampling in the Central District of Uşak. “Perceived Self-regulation Scale”, “Social Studies Learning Approaches Scale”, “Perceived Parent and Teacher Academic Engagement Scale” and Personal Information Form were used as data collection tools in the study in which the relational screening model was used. Independent samples t-test, ANOVA and multiple linear regression analysis were used. According to the results of the research, secondary school students’ self-regulation skills are at the “often” level, while their social studies learning approaches and parent-teacher academic participation are at the “agree” level. In addition, parent and teacher academic participation and deep learning approaches significantly predict the self-regulation skills.

Social studies learning approaches, academic participation, self-regulation.