Original scientific paper

https://doi.org/10.15516/cje.v17i0.1009

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

Eyup YURT ; Nizip Education Faculty, Gaziantep University
Mustafa AYDIN ; A. K. Education Faculty, Necmettin Erbakan University
Ismail SAHIN ; A. K. Education Faculty, Necmettin Erbakan University

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.

Keywords

learning style; learning strategy; middle school student; MSLQ

Hrčak ID:

148307

URI

https://hrcak.srce.hr/148307

Publication date:

28.8.2015.

Article data in other languages: croatian

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