The Relationship of Self-Regulatory Learning Strategies with Happiness and Social Adjustment of the Students in the Sixth Primary School of Kamyaran

The purpose of this study was to investigate the relationship between self-regulated learning strategies with happiness and social adjustment among students. The research method was applied in terms of purpose and descriptive and correlational in nature and method. The research method was applied in terms of purpose and descriptive and correlational in nature and method. The statistical population consisted of all sixth grade elementary students in Kamyaran to determine the sample size, 180 individuals were selected using multistage cluster random sampling. Data collection tools included three Oxford happiness questionnaires, Sohrabi and Samani social adjustment questionnaires and Pintrich self-regulated learning strategies that validated and validated the tool. The collected data were analyzed in two levels (descriptive & inferential statistics). At the descriptive level, mean and standard deviation indices and inferential level, Pearson correlation and regression were used. The results indicate that there is a significant relationship between self-regulated learning strategies with happiness and social adjustment, which means that with the increase of self-regulated learning strategies, happiness and social adjustment increase. There is also a direct relationship between the components of self-regulation strategies between the components of cognitive, meta-cognitive, and motivational beliefs with social happiness and adaptation.