The relationship between learning styles and motivation in academic achievement among Isfahan university students

Subject Areas : Educational Science

safoura masaele ¹ , mohammadali nadi ² , narges saediyan ³

1 - کارشناس ارشد برنامه ریزی آموزشی
2 - استادیار دانشگاه خوراسگان- دانشکده علوم تربیتی و روانشناسی
3 - استادیار دانشگاه خوراسگان- دانشکده علوم تربیتی و روانشناسی

Received: 2016-01-01 Accepted : 2016-01-01 Published : 2008-07-22

Keywords: Study styles and Educational achievement motivation,

Abstract :

The main objective of the present study is to investigate whether study styles influence educational progress or achievement. For this purpose, Isfahan university students studying in the academic year 2006-2007 was chosen as the target population. In fact, a sample of 373 subjects was randomly selected from students using a quota sampling method. For collecting the required data, Entwistle and Tait's (1995) questionnaire and McInerni & Wincklier, (1994) questionnaire were selected. Statistical techniques, the correlation between variables and their contribution were measured by inferential statistical methods such as Pearson Product moment formula. The findings revealed that there is a meaningful relationship between study styles (superficial styles, profound styles, strategic styles,  metacognitive awarness, educational self- dependence)   and students' educational achievement motivation