THE MEDIATING EFFECT OF LEARNING RESPONSIBILITY ON THE SUCCESS OF THE FAMILY'S ACADEMIC ATTITUDE

Abstract

The place and importance of the family element, which is accepted as the smallest unit in the society, in one's life is very great. The family, which affects a person in many ways, is the first step in a person's education life. Before the school, which is the institution where education and training activities are carried out according to a plan, the first institution that has as much influence as the school is the family. In addition, the educational status of the family, economic power, environment and similar factors also affect the academic success of the students. Responsibility for learning is taking on what is necessary for one's own goals and learning process. In this concept, it is shaped together with various attitudes within the family. These factors affect the success of the students and provide benefits to prevent this failure situation. This study deals with the mediation effect of a concept such as learning responsibility in the effect of academic attitudes shown in the family structure, where many phenomena that will reflect on education occur. The aim of the study is to determine the mediating effect of learning responsibility in the effect of success, taking into account the academic attitude of the family and various variables (age, gender, class, number of siblings, parental education level, income status, room status at home, etc.). With the research, it was concluded that as the academic attitude of the family increases, the responsibility for learning increases, the academic attitude of the family and the responsibility for learning are significantly related to the variable of performance failure, and the learning responsibility is a "partial mediator" effective variable.