This research was carried out to determine the effect of entrepreneurship-based STEM education on secondary school students’ self-regulation skills. The sample of the study consisted of 20 students studying in the 8th grade in the 2019-2020 academic year. Mixed method was preferred and single group pre-test-post-test model was used in the study. “Perceived Self-Regulation Skills Scale” was used to obtain quantitative data. The open-ended “Semi-structured interview form” was used to obtain qualitative data. Pre-and post-test means of quantitative data were compared by paired-sample t test and content analysis method was used to compare the pre-and post-test means of qualitative data. Entrepreneurship-based STEM education was provided to the students for 8 weeks. As a result of the research, there was no significant difference between the pre-and post-test scores of the students’ self-regulation skills, however, there was an increase in favor of the post test. In the qualitative data related to self-regulation skills, an increase was also observed in favor of the post-test regarding the the concept of self-efficacy and the sub-dimensions of self-regulation skills, called “openness” and “seeking”.
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