Assessing Uses of Motivated Strategies by Middle School Students Based on Their Learning Styles

Yurt E., Aydin M., Sahin I.

CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, vol.17, pp.117-149, 2015 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 17
  • Publication Date: 2015
  • Doi Number: 10.15516/cje.v17i0.1009
  • Journal Name: CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.117-149
  • Keywords: learning style, learning strategy, middle school student, MSLQ, 5 PERSONALITY-TRAITS, SELF-EFFICACY, ACHIEVEMENT-MOTIVATION, METACOGNITIVE SKILLS, ACADEMIC-ACHIEVEMENT, COGNITIVE STYLES, TEST ANXIETY, UNDERGRADUATE, INSTRUCTION, VALIDITY
  • Bursa Uludag University Affiliated: No

Abstract

In this study, middle school students' motivated strategies for learning were compared based on their learning styles. Four hundred fifty-one senior middle school students participated in this study. The sample comprised 52.3% female students and 47.7% male students. According to the results of the present study, the Concrete Experience and Reflective Observation learning preferences generally exhibit a negative correlation with the motivated strategies for learning whereas the Abstract Conceptualization and Active Experimentation learning styles mostly display a positive correlation with the motivated strategies for learning. Moreover, the students who have the Accommodating and Converging learning styles use motivated strategies for learning more frequently than the students who have the Diverging and Assimilating learning styles.